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| Study of how behavior changes over the life span |
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| False assumption that because one event occurred before another event, it must have caused that event |
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| Research design that examines people of different ages at a single point in time |
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| Effect observed in a sample of participants that results from individuals in the sample growing up at the same time |
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| Research design that examines development in the same group of people on multiple occasions over time (can't infer cause-and-effect relationships) |
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| Behaviors such as breaking rules, defying authority figures, and committing crimes |
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| Participants dropping out of the study before it's completed |
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| The environments we encounter |
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| Someone who has low production of the enzyme MAO are at heightened risk for developing into violent criminals |
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| Gene-Environment Interaction |
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| Situation in which the effects of genes depend on the environment in which they are expressed |
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| Tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions |
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| Activation or Deactivation of genes by environmental experiences throughout development |
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| Ball of identical cells early in pregnancy that haven't yet begun to take on any specific function in a body part |
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| Second to eith week of prenatal development, during which limbs, facial features, and major organs of the body take form |
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| Limbs, facial features, and major organs begin to take shape |
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| Period of prenatal development from ninth week until birth after all major organs are established and physical maturation is the primary change |
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| Between eighteenth day of pregnancy and the end of the sixth month, neurons begin developing at an astronomical rate |
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| 3 Ways Fetal Development can be disrupted |
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1. Exposure to hazardous environmental influences
2. Biological influences resulting from genentic disorders or erros in cell duplication during cell division
3. Premature birth |
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| An environmental factor that can exert a negative impact on prenatal development |
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| Condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations, and behavioral disorders |
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| Point during pregnancy which infants can typically survive on their own, around 25 weeks |
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| Bodily motion that occur as result of self-initiated force that moves the bones and muscles |
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| An automatic response to oral stimulation |
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| The transition between childhood and adulthood commonly associated with the teenage years |
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| The achievement of sexual maturation resulting in the potential to reproduce |
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| Primary Sex Characteristics |
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| A physical feature such as the reproductive organs and genitals that distinguish the sexes |
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| Secondary Sex Characteristics |
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| A sex-differentiating characteristic that doesn't relate directly to reproduction, such as breast enlargement in women and deepening voices in men |
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| The termination of menstruation, marking the end of a woman's reproductive potential |
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| Study of how children acquire the ability to learn, think, reason, communicate, and remember |
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| Piaget, children's development is marked by radical reorganizations of thinking at specific transition points followed by periods during which their understanding of the world stabalizes |
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| Piagetian process of absorbing new experience into current knowledge structures |
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| Piagetian process of altering a belief to make it more compatible with experience |
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Stage in Piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally
Birth --> 2 years |
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| The understanding that objects continue to exit even when out of view |
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Stage in Piaget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them
2 --> 7 years |
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| Inability to see the world from other's perspectives |
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| Piagetian task requiting children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
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| Concrete Operations Stage |
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Stage in Piaget's theory characterized by the ability to perform mental operations on physical events only
7 --> 11 years |
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| Cases in which a child is more advanced in one cognitive domain than another |
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| Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent |
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| Zone of Proximal Development |
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| Phase of learning during which children can benefit from instruction |
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| Ability to reason about what other people know or believe |
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| A fear of strangers developing at eight or nine months of age |
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| Basic emotional style that appears early in development and is largely genetic in origin |
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| The strong emotional connection we share with those to whom we feel closest |
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| Positive emotions afforded by touch |
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| Drawing conclusion on the basis of only a single measure |
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| Average Expectable Environment |
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| Environment that provides children with basic needs for affection and discipline |
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| Ability to inhibit an impulse to act |
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| Individuals' sense of being male or female |
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| A set of behaviors that tend to be associated with being male or female |
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| Our sense of who we are, and our life goals and priorities |
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| Dilemma concerning an individual's relations to other people |
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| Period of life between the ages of 18 and 25 during which many aspects of emotional development, identity, and personality become solidified |
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| Supposed phase of adulthood characterized by emotional distress about the aging process and an attempt to regain youth |
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| alleged period of depression in mothers following the departure of their grown children from the home |
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| Maintaining a balance between our experience of the world and our thoughts about it |
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| Understanding of and expectations about how the world works |
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| Sudden spurts in knowledge followed by periods of stability |
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| Gradual, incremental changes in understanding |
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| Cross-cutting changes in children's cognitive skills that affect most or all areas of cognitive function at once |
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| Children's cognitive skills develop independently and at different rates across different domains, such as reasoning, language, and counting |
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| Four Stages of Cognitive Development |
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1. Sensorimotor
2. Preoperational
3. Concrete Operation
4. Formal Operations |
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Stage in Piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now
11 years --> Adulthood |
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