Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
80 Cards in this Set
- Front
- Back
human development
|
the scientific study of the changes that occur in people as they age form conception until death.
|
|
longitudinal design
|
research design in which one prticipant or group of participants is studied orver a long period of time.
|
|
cross-sectional design
|
research design in which several different age groups of participants are studied at one particulat point in time.
|
|
cross-sequential design
|
research design in which participants ar first studied by means of a cross-sectional design but also followed and assessed for a period of no more than six years.
|
|
nature
|
the influence of our inherited characteristics on our personality, phsysical growth, intellectual growth, and social interactions.
|
|
nurture
|
th influence of the environment on personality, physical growth, intelectual growth, and social interactions.
|
|
genetics
|
the science of inherited traits.
|
|
DNA (deoxyriboucleic acid)
|
special molecule that contains the genetic material of the organism.
|
|
gene
|
section of DNA having the same arrangement of chemical elements.
|
|
chromosome
|
tightly wound strand of genetic material or DNA.
|
|
dominant
|
referring to a gene that actively controls the expressions of a trait.
|
|
recessive
|
referring to a gene that only influences the expression of a trait when paired wht an identical gene.
|
|
conception
|
the moment at which a female becomes pregnant.
|
|
ovum
|
the female sex cell, or egg
|
|
fertilization
|
the union of the ovum and sperm.
|
|
zygote
|
cell resulting from the uniting of the ovum and sperm.
|
|
monozygotic twins
|
identiclal twins fromed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo.
|
|
dixygotic twins
|
often called fraternal twins, occurring when two eggs each get fertilized by two different sperm, resultin in two zygotes in the uterus at the same time.
|
|
cognitive development
|
the developmetn of thinkging, problem solving, and memory.
|
|
scheme (plural schemas)
|
a mental concept fomed through experiences with objects and events.
|
|
sensorimotor stage
|
piaget's first stage of congnitive develpometn in which the infant uses its senses and motor abilities to interact with objects in the environment.
|
|
object permanence
|
the knowledge that an object exitsts even when it is not in sight.
|
|
preoperational stage
|
piget's seocnd stage of congnitive development in which the preschool child learns to use language as a means of exploring the world.
|
|
egocentrism
|
the inability to see the world through anyone else's eyes.
|
|
centration
|
in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features.
|
|
conservation
|
in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the objects's nature.
|
|
irreversivility
|
in Piaget's theory, the inability of the young child to mentally reverse and action
|
|
concrete operations stage
|
third stage of congnitive development in which teh school-age child becomes capable of logical thougth processes but is not yet capable of abstract thinking
|
|
formal operations
|
Piaget's last stage of cognitive developmetn in which the adolescetn vecomes capable of abstract thinking.
|
|
scaffolding
|
process in which a mre skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable.
|
|
zygote
|
cell resulting from the uniting of the ovum and sperm.
|
|
monozygotic twins
|
identiclal twins fromed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo.
|
|
dixygotic twins
|
often called fraternal twins, occurring when two eggs each get fertilized by two different sperm, resultin in two zygotes in the uterus at the same time.
|
|
cognitive development
|
the developmetn of thinkging, problem solving, and memory.
|
|
scheme (plural schemas)
|
a mental concept fomed through experiences with objects and events.
|
|
sensorimotor stage
|
piaget's first stage of congnitive develpometn in which the infant uses its senses and motor abilities to interact with objects in the environment.
|
|
object permanence
|
the knowledge that an object exitsts even when it is not in sight.
|
|
preoperational stage
|
piget's seocnd stage of congnitive development in which the preschool child learns to use language as a means of exploring the world.
|
|
egocentrism
|
the inability to see the world through anyone else's eyes.
|
|
centration
|
in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features.
|
|
conservation
|
in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the objects's nature.
|
|
irreversivility
|
in Piaget's theory, the inability of the young child to mentally reverse and action
|
|
concrete operations stage
|
third stage of congnitive development in which teh school-age child becomes capable of logical thougth processes but is not yet capable of abstract thinking
|
|
formal operations
|
Piaget's last stage of cognitive developmetn in which the adolescetn vecomes capable of abstract thinking.
|
|
scaffolding
|
process in which a mre skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable.
|
|
zygote
|
cell resulting from the uniting of the ovum and sperm.
|
|
monozygotic twins
|
identiclal twins fromed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo.
|
|
dixygotic twins
|
often called fraternal twins, occurring when two eggs each get fertilized by two different sperm, resultin in two zygotes in the uterus at the same time.
|
|
cognitive development
|
the developmetn of thinkging, problem solving, and memory.
|
|
scheme (plural schemas)
|
a mental concept fomed through experiences with objects and events.
|
|
sensorimotor stage
|
piaget's first stage of congnitive develpometn in which the infant uses its senses and motor abilities to interact with objects in the environment.
|
|
object permanence
|
the knowledge that an object exitsts even when it is not in sight.
|
|
preoperational stage
|
piget's seocnd stage of congnitive development in which the preschool child learns to use language as a means of exploring the world.
|
|
egocentrism
|
the inability to see the world through anyone else's eyes.
|
|
centration
|
in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features.
|
|
conservation
|
in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the objects's nature.
|
|
irreversivility
|
in Piaget's theory, the inability of the young child to mentally reverse and action
|
|
concrete operations stage
|
third stage of congnitive development in which teh school-age child becomes capable of logical thougth processes but is not yet capable of abstract thinking
|
|
formal operations
|
Piaget's last stage of cognitive developmetn in which the adolescetn vecomes capable of abstract thinking.
|
|
scaffolding
|
process in which a mre skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable.
|
|
zone of proximal development
(ZPD) |
Vygotsky's concept of the difference between what a child cna do alone and what that child can do with the help of a teacher.
|
|
temperament
|
the behavioral characteristics that are fairly well established at birth, such as easy, difficlud, and slow to warm up.
|
|
attachment
|
the emotional bond between an infant and the primary caregiver.
|
|
trust versus mistrust
|
first stage of personality developmetn in which the infant's basic sense of trust or mistrust develops as a result of consistent or inconsistent care.
|
|
autonomy versus shame and doubt
|
second stage of personality development in which the toddler strives for physical independence.
|
|
initiative versus guilt
|
third stage of personality development in which teh preschool-aged child strives for emotional and psychological independence and attemps to satisfy curiostiy about the world.
|
|
industry versus inferiority
|
fourth stage of personality development in which the adolescetn strves for a sense of competence and self-esteem.
|
|
gender
|
the behavior associated with being male or female
|
|
gender identity
|
perception of one's gender and the behavior that is associated with that gender.
|
|
adolescence
|
the period of life form about age 13 to the early twenties, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult.
|
|
puterty
|
the physical changes that occur in the body as seual development reaches its peak.
|
|
personal fable
|
type of thought common to adolescents in which young people believe themselves to be unique and protected from harm.
|
|
imaginary audience
|
type of thought common to adolescents in which young people believe that other people are just as concerned aobut the adolescnt's thoughts and characteristitcs as they themselves are.
|
|
identity versus role confusion
|
fith stage of personality development in which the adolescent must find a consistent sense of self.
|
|
andropause
|
gradual changes in the sexual hormones and reproductive system of males.
|
|
menopause
|
the cessation of ovulation and menstrual cycles and the end of a a woman's reproductive capability.
|
|
intimacy
|
an emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self.
|
|
generativeity
|
providing guidance to one's children or the next generation, or contributing to the well-being fo the next generation through career or volunteer work.
|
|
integrity
|
sense of wholeness that comes from having lived a full life and the ability to let go of regrets; the final completion of the ego.
|
|
activity theory
|
theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby.
|