Ch 1

Front 1

Development

Back 1

The pattern of movement or change that begins at conception and continues through the life span.

Front 2

Context

Back 2

The settings, influenced by historical, economic, social, and cultural factors, in which development occurs.

Front 3

Culture

Back 3

The behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation.

Front 4

Cross-Cultural Studies

Back 4

Comparisons of one culture with one or more other cultures. These provide information about the degree to which children's development is similar, or universal, across cultures, and the degree to which it is culture-specific.

Front 5

Ethnicity

Back 5

A characteristic based on cultural heritage, nationality, race,religion, and language.

Front 6

Socioeconomic Status (SES)

Back 6

Categorization based on a person's occupational, educational, and economic characteristics.

Front 7

Gender

Back 7

The characteristics of people as males and females.

Front 8

Social Policy

Back 8

A government's course of action designed to promote the welfare of its citizens.

Front 9

Biological Processes

Back 9

Changes in an individual's body.

Front 10

Cognitive Processes

Back 10

Changes in an individual's thinking, intelligence, and language skills.

Front 11

Socioemotional Processes

Back 11

Changes in an individual's interpersonal relationships, emotions,and personality.

Front 12

Prenatal Period

Back 12

The time from conception to birth.

Front 13

Infancy

Back 13

The developmental period that extends from birth to about 18 to 24 months.

Front 14

Early Childhood

Back 14

The developmental period that extends from the end of infancy to about 5 or 6 years of age, sometimes called the preschool years.

Front 15

Middle and Late Childhood

Back 15

The developmental period that extends from about 6 to 11 years of age, sometimes called the elementary school years.

Front 16

Adolescence

Back 16

The developmental period of transition from childhood to early adulthood, entered at approximately 10 to 12 years of age and ending at 18 or 19 years of age.

Front 17

Cohort Effects

Back 17

Effects due to a person's time of birth, era, or generation but not to actual age.

Front 18

Millenials

Back 18

The generation born after 1980, the first to come of age and enter emerging adulthood in the new millennium.

Front 19

Nature-Nurture Issue

Back 19

Debate about whether development is primarily influenced by nature or nurture. The "nature" proponents claim biological inheritance is the most important influence on development; the "nurture" proponents claim that environmental experiences are the most influential factors.

Front 20

Continuity-Discontinuity Issue

Back 20

Question about whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).

Front 21

Early-Later Experience Issue

Back 21

Controversy regarding the degree to which early experiences (especially during infancy) or later experiences are the key determinants of children's development.

Front 22

Scientific Method

Back 22

An approach that can be used to obtain accurate information by carrying out four steps: (1) conceptualize the problem, (2) collect data, (3) draw conclusions, and (4) revise research conclusions and theory.

Front 23

Theory

Back 23

An interrelated, coherent set of ideas that helps to explain and make predictions.

Front 24

Hypotheses

Back 24

Specific assumptions and predictions that can be tested to determine their accuracy.

Front 25

Psychoanalytic Theories

Back 25

Theories that describe development as primarily unconscious and heavily colored by emotion. Behavior is merely a surface characteristic, and the symbolic workings of the mind have to be analyzed to understand behavior. Early experiences with parents are emphasized.

Front 26

Oral Stage

Back 26

Infant's pleasure centers on the mouth.

Birth to 1 1/2 years.

Freud's first stage.

Front 27

Anal Stage

Back 27

Child's pleasure focuses on the anus.

1 1/2 to 3 years.

Freud's second stage.

Front 28

Phallic Stage

Back 28

Child's pleasure center focuses on the genitals.

3 to 6 years.

Freud's third stage.

Front 29

Latency Stage

Back 29

Child represses sexual interest and develops social and intellectual skills.

6 years to puberty.

Freud's fourth stage.

Front 30

Genital Stage

Back 30

A time of sexual reawakening, source of sexual pleasure becomes someone outside the family.

Puberty Onward

Freud's fifth (final) stage.

Front 31

Erikson's theory

Back 31

Description of eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.

Front 32

Trust versus Mistrust

Back 32

Occurs in first year of life.

[The world is a good and pleasant place to live]

Erikson's first stage.

Front 33

Autonomy versus Shame and Doubt

Back 33

Occurs in late infancy and toddlerhood. (1-3 years)

[Trust caregivers, discover their behavior is their own. Assert independence (autonomy), alternatively too much restraint/punishment leads to shame and doubt]

Erikson's second stage.

Front 34

Initiative versus Guilt.

Back 34

Occurs in early childhood. ( "Preschool years" / 3-5 years).

[New challenges require active, purposeful, responsible behavior. If child is irresponsible or made to feel too anxious, feelings of guilt arise.]

Erikson's third stage.

Front 35

Industry versus Inferiority

Back 35

Occurs in middle and late childhood. ("Elementary school years". 6 years to puberty)

[Children need to direct energy toward mastering knowledge and intellectual skills. May develop sense of inferiority - feeling incompetent and unproductive.]

Erikson's fourth stage.

Front 36

Identity versus Identity Confusion

Back 36

Occurs in adolescence. (10 to 20 years.)

[Individuals confront tasks of finding out who they are. Healthy exploration leads to a positive life path, and positive identity. Without this they are left with Identity Confusion.]

Erikson's fifth stage.

Front 37

Intimacy versus Isolation

Back 37

Occurs in early adulthood. (20's, 30's)

[Individuals face task of forming intimate relationships. Individuals achieve intimacy by forming healthy friendships and intimate relationships with another. If not the result is isolation.]

Erikson's sixth stage.

Front 38

Generativity versus Stagnation

Back 38

Occurs in middle adulthood. (40's, 50's)

[Generativity means a concern for helping the youngest generation to develop and lead useful lives. Stagnation is the feeling of having done nothing to help the next generation.]

Erikson's seventh stage.

Front 39

Integrity versus Despair

Back 39

Occurs in late adulthood. (60's onward)

[Reflection on the past. If one's life was well-spent they reach integrity. If in retrospect one's life is full of doubt or gloom then they feel despair.]

Erikson's eighth (and final) stage.

Front 40

Name 2 psychoanalytic theorists

Back 40

Sigmund Freud

Erik Erikson

Front 41

Contributions of psychoanalytic theories

Back 41

Emphasis on developmental framework

Family relationships

Unconscious aspects of the mind

Front 42

Criticisms of psychoanalytic theories

Back 42

Lack of scientific support

Freud's theory places too much emphasis on sexual underpinnings, gives too much credit to unconscious mind, has a negative image of children.

Front 43

Name 3 important cognitive theories

Back 43

Piaget's cognitive developmental theory

Vygotsky's sociocultural cognitive theory

Information-processing theory

Front 44

Piaget's Theory

Back 44

Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.