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;
46 Cards in this Set
- Front
- Back
|
Domains of Development |
-Biological -Cognitive -Socioemotional |
|
|
Biological Processes |
Change in physical nature. -inherited genes -brain development -height/weight gains -motor skills, nutrition, excercise -hormonal changes of puberty -cardiovascular decline |
|
|
Cognitive Processes |
Change in thought, intelligence, and language. |
|
|
Socioemotional Processes |
Change in relationships, emotions, and personality. |
|
|
Erikson's 8 Stages of Psychosocial Development |
1. Trust vs. Mistrust 2. Autonomy vs. Shame and Doubt 3. Initiative vs. Guilt 4. Industry vs. Inferiority 5. Identity vs. Identity Confusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation 8. Integrity vs. Despair |
|
|
Newborn Sight |
-Sees 8-12 inches away -Sensitive to bright light |
|
|
Newborn Hearing |
-Sounds outside womb become loud and clear -Knows the voice of mother |
|
|
Newborn Taste/Smell |
-Favors sweet -Turns toward good smells, away from bad |
|
|
Newborn Touch |
-Feels cold for first time -Feels hardness for first time |
|
|
Three Stages of Prenatal Development |
-Germinal -Embryonic -Fetal |
|
|
The Germinal Period |
-First 2 weeks after conception -Creation of fertilized egg (zygote) -Cell division -Attachment of the zygote to the uterine wall |
|
|
The Embryonic Period |
-2 to 8 weeks after conception -Rate of cell differentiation intensifies -Support systems for cells form -Organs appear |
|
|
The Fetal Period |
-7 months -Growth and development continue dramatically |
|
|
Prenatal Development: Environmental Influences |
-Teratogen (dose, genetic susceptibility) -Incompatible blood types -Environmental hazards (radiatio, toxic waste, chemical pollutants) -Maternal diseases -Diet and nutrition -Age -Emotional states and stress -Paternal factors |
|
|
Qualitative Research |
Gathers information that is descriptive data and as such is harder to analyze. |
|
|
Quantitative Research |
Gather data in numerical form, which can be put into categories, or in rank order, or measured in units. Data can be used to construct graphs and tables of raw data. |
|
|
Piaget's Cognitive Theory |
Children go through 4 stages of cognitive development as they actively construct their understanding of the world. Two processes underlie this cognitive construction of the world: organization and adaptation. To make sense of our world, we organize our experiences. We seperate important ideas from less important ideas. We connect one idea to another. We adapt, adjusting to new environmental demands. |
|
|
Piaget's 4 Stages of Cognitive Development |
1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational |
|
|
Sensorimotor Stage |
Infants construct an understanding of the world by coordinating sensory experiences (seeing/hearing) with physical, motoric actions. (birth-2 yrs) |
|
|
Preoperational Stage |
Children begin to go beyond connecting sensory information with physical action and represent the world with words, images, and drawings. Preschool children still lack ability to perform operations, which are internalized mental actions that allow children to do mentally what they previously could only do physically. (2-7 yrs) |
|
|
Concrete Operational Stage |
Perform operations that involve objects, and they can reason logically when the reasonling can be applied to specific concrete examples. (7-11 yrs) |
|
|
Formal Operational Stage |
Begin to think in abstract and more logical terms. Adolescents develop images of ideal circumstances. Entertain possibilities for the future and are fascinated with what they can be. In solving problems, they become more systematic, developing hypotheses about why something is happening the way it is and then testing these hypotheses. |
|
|
Schemes (Piaget) |
Constructed understanding of action patterns or mental representations. |
|
|
Assimilation and Accommodation |
-Use of previously acquired schemes to understand new experiences. -Adaptation and expansion of previously acquired schemes when they fail to function in understanding new experiences. |
|
|
Equilibration |
Processes that affect qualitative changes as individuals move from one stage to another. |
|
|
Object Permanence |
Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched. |
|
|
Frontal Lobes |
Involved in voluntary movement, thinking, personality, and intentionality or purpose. |
|
|
Occipital Lobes |
Function in vision |
|
|
Temporal Lobes |
Active role in hearing, language processing, and memory. |
|
|
Parietal Lobes |
Registering spatial location, attentions, and motor control. |
|
|
Teratogen |
From the Greek word tera, meaning “monster.”Any agent that causes a birth defect. The field of study that investigates thecauses of birth defects is called teratology. |
|
|
Lateralization |
Specialization of function in one hemisphere of the cerebral cortex orthe other. |
|
|
Synaptogenesis |
Formation of synapses between neurons in the nervous system. Although it occurs throughout a healthy person's lifespan, an explosion of synapse formation occurs during early brain development, known as exuberant synaptogenesis. |
|
|
Oxytocin |
A hormone released by the pituitary gland that causes increased contraction of the uterus during labor and stimulates the ejection of milk into the ducts of the breats. |
|
|
Myelination |
The process by which the nerve cells are covered and insulated with alayer of fat cells, which increases the speed at which information travelsthrough the nervous system |
|
|
Reflexes |
Built-in reactions to stimuli that govern the newborn's movements, whichare automatic and beyond the newborn's control. |
|
|
Theory |
An interrelated, coherent set of ideas that helps to explain phenomenaand facilitate predictions. |
|
|
Hypotheses |
- Specific assumptions and predictions that can be tested todetermine their accuracy |
|
|
Correlation |
Research that attempts to determine the strength of the relationshipbetween two ormore events or characteristics |
|
|
Temperament |
Involves individual differences in behavioral styles, emotions, andcharacteristic ways of responding. |
|
|
Phenotype |
The way an individual's genotype is expressed in observed and measurablecharacteristics. |
|
|
Genotype |
A person's genetic heritage; the actual genetic material. |
|
|
Apgar Scale |
A widely used method of assessing the health of newborns at one and fiveminutes after birth. The Apgar Scale evaluates an infant's heart rate,respiratory effort, muscle tone, body color, and reflex irritability. |
|
|
Zygote |
A single cell formed through fertilization. |
|
|
Embryo |
An unborn offspring in the process of development during the period from approximately the second to the eighth week after conception. |
|
|
Fetus |
Unborn human baby more than eight weeks after conception. |
