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51 Cards in this Set
- Front
- Back
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original sin
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view that children are born into the world corrupted with an inclination toward evil
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tabula rosa
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Locke's view that children are born as "blank slates" and acquire their characteristics through experience
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innate goodness
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Rousseau's view that children are born inherently good
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What are the characteristics of the Life-Span perspective?
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Development is Lifelong, Multidimensional, Multidirectional, Plastic, Contextual, Multidisciplinary, and Involves Growth, Maintenance, and Regulation
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Normative age-graded influences
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biological nad sociocultural, environmental influences that are similar for individuals in a particular age group
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Normative history-graded influences
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environmental influences that are associated with history. These influences are common to people of a particular generation
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Nonnormative life events
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Unusual occurences that have a major impact on a person's life. The occurence, pattern, and sequence of these events are not applicable to many individuals
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Prenatal Period
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conception to birth
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Infancy
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birth through 18-24 months. dependent on adults. language, symbolic thought, sensorimotor coordination, and social learning are beginning
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Early Childhood
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end of infancy to about 6 years. learn to become more self-sufficent, develop school readiness skills, spend time playing with peers.
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Middle and Late Childhood
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6-11 yrs old. learn reading, writing, and arithmetic. child learns achievement and self-control
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Adolescence
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transition from childhood to early adulthood. ages 10-12 to 18-22. rapid physical changes, pursuit of independence, logical thought, and time spent outside of family
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Early adulthood
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late teens/early 20s-30s. establish personal and economic independence, career development, selecting a mate, and starting a family.
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Middle Adulthood
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35-45 to 60s. expandin personal and social involvement and responsibility
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Late Adulthood
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60/70s-death. decreasing stregth and health, life review, retirement, and adjustment to new social roles.
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nature vs. nurture
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debate about the extent to which development is influenced by nature and by nurture. Nature refers to an organism's biological inheritance, nurture to its environmental experiences.
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continuity-discontinuity issue
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debate about the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)
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Psychoanalytic Theories
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development depends primarily on the unconscious mind and is heavily couched in emotion
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Freud's Theory
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personality has three structures: the id, the ego, and the superego. the id consists of instincts and has no contact with reality. The ego uses reasoning to make decisions. The superego considers whether something is right or wrong.
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Freudian Psychosexual Stages
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Oral: Birth to 1 1/2 yrs
Anal: 1 1/2 to 3 yrs Phallic: 3 to 6 yrs Latency: 6 to puberty Genital: Puberty onward |
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Erikson's Eight Psychosocial Stages of Development
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Trust vs Mistrust
Autonomy vs Shame and Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Identity Confusion Intimacy vs Isolation Generativity vs Stagnation Integrity vs Despair |
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Cognitive Theories
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emphasize thinking, reasoning, language, and other cognitive processes
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Piaget's Cognitive Developmental Theory
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children actively construct their understanding of the world and go through four stages of cognitive development.
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Piaget's four stages of cognitive development
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Sensorimotor
Preoperational Concrete Operational Formal Operational |
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Vygotsky's Sociocultural Cognitive Theory
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emphasizes how culture and social interaction guide cognitive development
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Behavioral and Social Cognitive Theories
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development can be described in terms of the behaviors learned through interactions with the environment
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Pavlov's Classical Conditioning
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After a neutral stimulus has been paired with a stimulus that automatically produces a response, that response will be elicited by the previously neutral stimulus on its own.
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Skinner's Operant Conditioning
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the consequences of a behavior produce changes in the probability of the behavior's occurence. A behavior that is followed by a rewarding stimulus is more likely to recur, but a behavior follwed by a punishing stimulus is less likely to recur.
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Social Cognitive Theory
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behavior, environment, and person/cognitive factors are important in understanding development
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Ethological Theory of Development
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stresses that behavior is strongly influenced by biologym tied to evolution, and characterized by critical or sensitive periods
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imprinting
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the rapid, innate learning within a limited critical period of time that involves attachment to the first moving object seen
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Ecological theory
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Bronfenbrenner's view that development is influenced by five environmental systems- microsystem, mesosystem, exosystem, macrosystem, and chronosystem. These emphasize the role of social contexts in human development
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natural selection
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evolutionary process that favors individuals of a species that are best adapted to survive and reproduce
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evolutionary psychology
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emphasizes the importance of adaptation, reproduction, and "survival of the fittest" in shaping behavior
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chromosomes
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threadlike structures that contain DNA
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DNA
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a complex molecule that contains genetic information
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genes
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units of hereditary information composed of DNA. Genes direct cells to reproduce themselves and manufacture the proteins that maintain life.
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mitosis
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cellular reproduction in which the cell's nucleus duplicates itself with two new cells being formed, each containing the same DNA as the parent cell, arranged in the same 23 pairs of chromosomes
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dominant-recessive principle
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if one gene of a pair is dominant and one is recessive, the dominant gene exerts its effect.
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Germinal Period
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period of prenatal development that takes place in the first two weeks after conception. It includes the creation of the zygote, continued cell division, and the attachment of the zygote to the uterine wall
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Embryonic Period
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occurs two to eight weeks after conception. the rate of cell differentiation intensifies, support systems for the cells form, and organs appear.
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Fetal Period
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begins two months after conception and lasts for seven months, on average
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teratogens
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any agent that causes a birth defect
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frontal lobes
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voluntary movement, thinking, personality, and intentionality or purpose
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occipital lobes
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vision
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temporal lobes
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hearing, language, and memory
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parietal lobes
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registering spatial location, attention, and motor control
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Cellular Clock Theory
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Leonard Hayflick's theory that the maximum number of times human cells can divide is about 75 to 80. As we age, our cells have less capability to divide.
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Free-Radical Theory
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A microbiological theory of aging that states that people age because when their cells metabolize energy, they generate waste that includes unstable oxygen molecules, known as free radicals, that damage DNA and other cellular structures.
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Hormonal Stress Therapy
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aging in the body's hormonal system can lower resistance to stress and increase the likelihood of disease
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Bio-Psycho-Social Health Model
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the approach in which health is viewed in terms of a combination of biological, psychological, and social factors.
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