Chapter 1

Front 1

Child Developement

Back 1

field of study devoted to understanding coonstancy and change from conception to adolescence and emerging adulthood

Front 2

theory

Back 2

orderly, integrated set of statements that descrives, explains and predicts behavior

Front 3

continuous development

Back 3

process of gradually augmenting the same types of skills that were there to begin with

Front 4

discontinuous development

Back 4

new ways of understanding and responding to the world emerge at specific times

Front 5

stages

Back 5

qualitative changes in thinking, feeling, and behaving that characterize specific periods of development

Front 6

contexts

Back 6

unique combinations of personal environmental circumstances that can result in diff. paths of change

Front 7

Nature-nuture controversy

Back 7

whether gentic or environmental factors are more important in influencing development

Front 8

resilience

Back 8

ability to adapt effectively in the face of threats to development

Front 9

tabula rasa

Back 9

from JOHN LOCKE- meaning "blank slate"

Front 10

Noble Savages

Back 10

from ROUSSEAU- meaning naturally endowed with a sense of right and wrong and an innate plan for orderly, healthy growth

Front 11

John Locke

Back 11

-tabula rasa
-favored nurture development
- beleived in continuous develop,

Front 12

Rousseau

Back 12

-Noble Savages
-favored nature beliefs
-discontinuous development

Front 13

maturation

Back 13

naturally unfolding course of growth

Front 14

normative approach-

Back 14

measures of behavior are teaken on large numbers of individuals, and age related averages are computed to represent typical develop.

Front 15

Psychoanalytic perspective

Back 15

children move through a series of stages in which they confront conflicts between biological drives and social expectations. they way these are resolved determines the persons ability to learn, get along with others, and cope with anxiety

Front 16

Psychosexual theory

Back 16

emphasises that how parents manage their childs sexual and aggressive drives in the first few years of life is crucial for healthy personality develop.

Front 17

Psychosocial theory

Back 17

ERICKSON emphasized that the ego doesnt mediate between id impulses and superego demands. it is a (+) force in development.

Front 18

behaviorism

Back 18

directly observable events-stimuli and responses- are the appropriate focus of study

Front 19

behavior modification

Back 19

precedures that combine conditioning and modeling to elminate undesirable bhaviors and increase desirable responses

Front 20

cognitive-development theory

Back 20

PIAGETS theory- children actively contruct knowledge as they eplore their world

Front 21

information processing

Back 21

human mind might also be viewed as a symbol-minipulating system through which information flows

Front 22

ethology

Back 22

the adaptive, or survival, value of behavior and its evolutionary history

Front 23

sensitive period

Back 23

time that is optimal for certain capacities to emerge and in which the the individual is especially responsive to environmental influences.

Front 24

evolutionary development psychology

Back 24

seeks to understand the adaptive value of specieswide cognitive, emotional and social competencies as they change with age

Front 25

Sociocultural theory

Back 25

VYGOTSKYS theory- focuses on how culture is transmitted to the next generation

Front 26

ecological systems theyory

Back 26

child developes wtihin a complex system of relationships affected by multiple levels of surrounding environment

Front 27

microsystems

Back 27

activities and interaction patterns in the childs immediate surroundings

Front 28

mesosystem

Back 28

encompasses connections between microsystems

Front 29

exosystem

Back 29

made up of social settings that dont contain children but that affect their experiances in immediate settigns

Front 30

macrosystem

Back 30

cultural values, laws, customs, and resourses

Front 31

chronosystem

Back 31

changes in life events can be imposed on the child

Front 32

dynamic systems perspective

Back 32

childs mind, bdy and physical and social worlds form an integrated system that guides mastery of new skills. this is a dynmic or constantly in motion system

Front 33

naturalistic observation

Back 33

go into the field and observe the behavior of interest

Front 34

structured observation

Back 34

investigator sets up a lab situation that evokes behavior of interest so that every participant has an equal opportunity to display a response

Front 35

clinical interview

Back 35

a conversational style is used to probe for teh participants point of view

Front 36

structured interviews

Back 36

participant is asked the same questions in the same way

Front 37

psychophysiological methods

Back 37

measure the relationship between physiological processes and behavior

Front 38

clinical or case study method

Back 38

brings together a wide range of ifo on one child, including interviews, observations, test scores, and sometiems psychophysiological measures

Front 39

ethnography

Back 39

driceted toward understanding a culture or social group through participant obvervation

Front 40

correlational dsign

Back 40

researchers gather info on individuals and make no effort to alter their experiances. then they look at relationships between participants characteristics and their behavior or develeopment

Front 41

correlation coefficient

Back 41

number that describes how 2 measures are associated with one another

Front 42

experimental design

Back 42

permits inferences about cause and effect because researcheres use an evenhanded procedure to assign people to 2 or more treatment conditions

Front 43

cross sectional design

Back 43

groups of people differing in age are stdied at same point in time