Development

Front 1

Nature

Back 1

genetic endowment

Front 2

Nurture

Back 2

environments we encounter

Front 3

Interact

Back 3

the effect of one depends on the contribution of the other

Front 4

Gene-environment interaction

Back 4

situation in which he effects of genes depend on the environment in which they are expressed

Front 5

Nature via Nurture

Back 5

tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions

Front 6

Gene expression

Back 6

activation or deactivation of genes by environmental experiences throughout development

Front 7

Cognitive development

Back 7

study of how children learn, think, reason, communicate, and remember

Front 8

Stagelike

Back 8

sudden spurts in knowledge followed by periods of stability

Front 9

Continuous

Back 9

gradual, incremental

Front 10

Domain-general

Back 10

cognitive skills that affect all areas of cognitive function

Front 11

Domain specific

Back 11

reasoning, language, and counting

Front 12

Constructivist theory

Back 12

Piaget's theoretical perspective that children construct an understanding of their world based on observations of the effects of their behavior

Front 13

Stage theorist

Back 13

children's development is marked by radical reorganizations of thinking at specific points followed by prolonged periods during which their understanding of the world remains stable

Front 14

Equilibration

Back 14

maintaining a balance bewteen our experience in the world and our thoughts about it

Front 15

Assimilation

Back 15

Piagetian process of absorbing new experience into current knowledge structures

Front 16

Accommodation

Back 16

Piagetian process of altering a belief to make it more compatible with an experience

Front 17

Sensorimotor stage

Back 17

birth to 2 years, focus on here and now

Front 18

Mental Representation

Back 18

the ability to think about things that are absent from immediate surroundings

Front 19

Object permanence

Back 19

the understanding that objects continue to exist even when out of view

Front 20

Deferred imitation

Back 20

the ability to perform an action that the child observed earlier

Front 21

Preoperational stage

Back 21

2-7 years ability to construct mental representation of experience

Front 22

Egocentrism

Back 22

inability to see the world from others' perspective

Front 23

Conservation

Back 23

task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same

Front 24

Concrete operations stage

Back 24

7-11 years, the ability to perform mental operations on physical events only

Front 25

Formal operations stage

Back 25

adolescence, the ability to perform hypothetical reasoning beyond here and now

Front 26

Scaffolding

Back 26

Parents provide initial assistance in children's learning but gradually remove structure as children become more competent

Front 27

Naive physics

Back 27

infant possesses basic understanding of some other aspects of how physical objects behave

Front 28

False-belief task

Back 28

tests childrens' ability to understand that some else believes something they know to be wrong

Front 29

Theory of mind

Back 29

the ability to reason about what other people know or believe

Front 30

One-to-one correspondence

Back 30

assign one number to each object present

Front 31

Stable order

Back 31

numbers must always occur in the same order

Front 32

Cardinality

Back 32

the last number counted equals the total amount

Front 33

Order irrelevance

Back 33

The same amount is there no matter in which order the count them

Front 34

Ordinality

Back 34

Numbers have a magnitude associated with them such that some numbers are always larger than others

Front 35

Abstraction

Back 35

the same counting process applies regardless of the size or nature of the things to be counted

Front 36

Stranger anxiety

Back 36

a fear of strangers development at 8 or 9 months of age

Front 37

Attachment

Back 37

the emotional connection wwe share with those to whom we feel the closet

Front 38

Imprinting

Back 38

phenomenon observed in which baby birds begin to follow around and attach themselves to any large moving object they see in the hours immediately after hatching

Front 39

Critical period

Back 39

a specific window of time during which an event must occur

Front 40

Strange situation

Back 40

examining 1 year olds reaction to separation from their mothers

Front 41

Secure attachment

Back 41

infants reacts to mom's departure- becoming upset, then being happy when she comes back

Front 42

Insecure-avoidant attachment

Back 42

infant reacts to mom's departure with indifference and shows little reaction on her return

Front 43

Insecure-anxious attachment

Back 43

mom departs- panic. then mom returns- mixed feelings

Front 44

Disorganized attachment

Back 44

inconsistent and confused set of responses

Front 45

Mono-operation bias

Back 45

the mistake of relying on only a single measure to draw conclusions

Front 46

Temperament

Back 46

basic emotional style that appears early in development and is largely genetic in origin

Front 47

Easy infants

Back 47

adaptable and relaxed

Front 48

Difficult infants

Back 48

fussy and easily frustrated

Front 49

Slow-to-warm-up

Back 49

disturbed by new stimuli, but then adjust

Front 50

Child-centered

Back 50

parents should be highly responsive to their children's need

Front 51

Parent-centered

Back 51

parents dont reinforce children's calls for excessive attention

Front 52

Permissive

Back 52

lenient with their children, uses discipline sparingly

Front 53

Authoritarian

Back 53

parents are strict with their children, punishing them when they dont respond to their demands

Front 54

Authoritative

Back 54

combines both permissive and authoriarian worlds

Front 55

Average expectable environment

Back 55

an environment that provides children with basic needs for affection and discipline

Front 56

Group socialization theory

Back 56

theory that peers play a more important role than parents in children's social development

Front 57

Self-control

Back 57

the ability to inhibit our impulses

Front 58

Moral dilemas

Back 58

situations in which there are no clear right or wrong answers

Front 59

Objective responsibility

Back 59

how much harm they've done

Front 60

Subjective responsibility

Back 60

their intentions to produce harm

Front 61

Reasoning process

Back 61

underlying principles that people invoke to solve moral problems

Front 62

Preconventional morality

Back 62

focus on punishment and reward

Front 63

Conventional morality

Back 63

focus on societal values

Front 64

Postconventional morality

Back 64

a focus on internal moral principles that transcend society

Front 65

Cultural Bias

Back 65

people pass through his levels in the same order, regardless of their country or culture of origin

Front 66

Sex Bias

Back 66

women to adopt a "justice" orientation based on abstract principles of fairness

Front 67

Law Correlation with Moral Behavior

Back 67

schemes are only modestly related to real-world moral behavior

Front 68

Confound with verbal Intelligence

Back 68

measuring people's ability to understand and talk about problems in general rather than moral problems specifically

Front 69

Casual Direction

Back 69

our moral reasoning precedes our emotional reactions to moral issues

Front 70

Gender identity

Back 70

people being male or female

Front 71

Transsexualism

Back 71

report feeling "trapped" in the body of the opposite sex

Front 72

Gender role

Back 72

the behaviors that tend to accompany being male or female

Front 73

Sex segregation

Back 73

boys hang out with boys and girls hang out with girls