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33 Cards in this Set
- Front
- Back
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Longitudinal design |
A research design in which one participant or group of participants is studied over a long period of time |
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Cross-sectional design |
Is a research design in which several different age groups of participants are studied at one particular time |
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Cross-sequential design |
Is a research design in which participants are first studied by means of a cross- sectional design but also followed and assessed for a period of no more than 6 years |
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Nature |
Is the influence of our inherited characteristics in our personality, physical growth, intellectual growth, and social interaction |
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Nurture |
The influence of the environment on personality, physical growth, intellectual growth, and social interactions |
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Dominant gene |
Is a gene that refers to a gene that actively controls the expression of a trait. |
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Recessive gene |
Is a gene that refers to a gene that only influences the expression of a trait when paired with identical gene |
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Chromosome |
A tightly wound strand of genetic material, or DNA |
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Fertilization |
When there is a union of the ovum and sperm |
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Conception |
When a person becomes pregnant |
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Ovum |
The female sex cell |
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Zygote |
The cell resulting from the uniting of the ovum and sperm that divides into many cells and eventually forms the baby |
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Germinal period |
Is the first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining |
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Embryo |
Is the name of the developing organism from two weeks to eight weeks after fertilization |
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Fetal period |
Is the name of the developing organism from eight weeks after fertilization until birth |
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Teratogen |
Is anything that can cause a birth defect |
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Critical periods |
Times during which certain environmental influences can have an impact on the development of the infant |
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Reflexes |
Infants are born with these to help them survive |
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Cognitive development |
Is the development of thinking, problem solving, and memory schemes. It is a concept through experiences with objects and events |
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Sensorimotor stage |
Is Piagets first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment |
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Object permanence |
Is the knowledge that an object exists even when it isn’t in sight |
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Pre operational stage |
Piagets second stage in which the preschool child learns to use language as a means to explore the world |
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Conservation |
Is the idea of Piagets theory that the ability to understand that simply changing the appearance of an object does not change the objects nature |
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Egocentrism |
The inability to see the world Through anyone else’s eyes |
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Concrete operations stage |
Third in Piagets stage in which the school age child becomes capable of logical thought process but is not yet capable of abstract thinking |
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Formal operational stage |
Piagets fourth stage that indicates that the adolescent is now capable of abstract thinking |
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Temperament |
Is the behavioral characteristics that are fairly well established at birth |
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Attachment |
The emotional bond between an infant and the primary caregiver |
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Trust vs mistrust |
Erik sons stage of personality development in which the infant’s basic sense of trust and mistrust develops as a result of consistent or inconsistent |
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Puberty |
The physical changes that occur in the body as sexual development reaches its peak |
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Personal fable |
Common thought in adolescents in which young people believe they are unique and protected from harm |
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Integrity |
According to Erickson the sense of wholeness that comes from living a full life and ability to let go of regrets |
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Activity theory |
The adjustments to aging and assumes that older people are happier if they exercise |
