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76 Cards in this Set
- Front
- Back
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Developmental psychology |
Study of progressive changes in behavior and abilities, involves every stage of life from conception to death, or womb to tomb |
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Heredity (nature) |
Genetic transmission of physical and psychological characteristics of genes from parents to offspring |
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Genetic disorders |
Problems caused by defects in the genes or by inherited characteristics |
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Deoxyribonucleic acid (DNA) |
Long, ladder like chain of pairs of chemical molecules: contains coded genetic information |
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Chromosomes |
Threadlike colored bodies in the nucleus of each cell that are made up of DNA : 46 |
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Genes |
Specific areas on a strand of DNA that carry hereditary information |
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Dominant gene |
Influence will be expressed each time that the gene is present |
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Recessive gene |
Influence will be expressed only when it is paired with a second recessive gene of the same type |
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Polygenic characteristics |
Personal traits or physical properties that are influenced by many genes working in combination |
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Maturation |
Physical growth and development of the body, brain, and nervous system |
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Environment (nurture) |
Sum of all external conditions that affect development, including especially the effects of learning |
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Congenital problems |
Problems or defects that originate during prenatal development in the womb |
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Teratogen |
Anything capable of disturbing normal development in the womb |
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Readiness |
Minimum level of maturation must occur before many skills can be learned |
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Sensitive period |
During development, a period of increased sensitivity to environmental influences |
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Deprivation |
Lack of normal nutrition, stimulation, comfort or love |
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Enrichment |
Environment is deliberately made more stimulating, nutritional, loving, and so forth |
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Temperament |
Physical core of personality, including emotional and perceptual sensitivity, energy levels, typical mood, and so forth |
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Developmental level |
An individual's current state of physical, emotional, and intellectual development |
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Social smile |
Smile elicited by a social stimulus, such as seeing a parents face |
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Affectional needs |
Emotional needs for love and affection |
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Emotional attachment |
Especially close emotional bonds that infants form with their parents, caregivers, or others |
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Social development |
Development of self-awareness, attachment to parents or caregivers, and relationships with other children and adults |
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Surrogate mothers |
Substitute mother ( for animals usually inanimate object or dummy) |
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Contact comfort |
Pleasant and reassuring feeling that human and animal infants get from touching or clinging to something soft and warm, usually their mothers |
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Separation anxiety |
Distress displayed by infants when they are separated from their parents or principal caregivers |
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Secure attachment |
Stable and positive emotional bond |
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Insecure-avoidant attachment |
Anxious emotional bond marked by a tendency to avoid reunion with a parent or caregiver |
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Insecure - ambivalent attachment |
Anxious emotional bond marked by both a desire to be with a parent and some resistance to being reunited |
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Parental styles |
Identifiable patterns of parental caretaking and interaction with children |
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Power assertion |
Physical punishment or show of force |
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Withdrawal of love |
Withholding affection to enforce child discipline |
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Self-esteem |
Regarding oneself as a worthwhile person; positive evaluation of oneself |
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Overly permissive parents |
Parents who give little guidance, allow too much freedom, or do not require the child to take responsibility |
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Authoritative parents |
Supply firm and consistent guidance combined with love and affection |
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Management techniques |
Combine praise, recognition, approval, rules, and reasoning to enforce discipline |
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Maternal influences |
The aggregate of all psychological effects mothers have on their children |
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Paternal influence |
The aggregate of all psychological effects father's have on their children |
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Biological predisposition |
Presumed hereditary readiness of humans to learn certain skills, such as how to use language or a readiness to behave in particular ways |
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Signals |
In early language development, behaviors, such as touching, vocalizing, gazing, or smiling that allow nonverbal interaction and turn-taking between parent and child |
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Motherese |
Basically baby talk, shorter sentences, higher toned voice, repetition, slower speech |
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Assimilation |
In Piaget's theory, the application of existing mental patterns to new situations |
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Accommodation |
In Piaget's theory, the modification of existing mental patterns to fit new demands |
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Sensorimotor stage |
Intellectual development during which sensory input and motor responses become coordinated |
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Object permanence |
A concept gained in infancy in which objects continue to exist even when they are hidden from view |
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Preoperational stage |
Period of intellectual development during which children begin to use language and think symbolically, yet remain intuitive and egocentric in their thought |
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Transformation |
Mental ability to change the shape or form of a substance and to perceive that it's volume remains the same |
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Intuitive thought |
Thinking that makes little or no use of reasoning and logic |
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Egocentric thought |
Thought that is self-centered and fails to consider the viewpoints of others |
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Concrete operational stage |
Period of intellectual development during which children become able to use concepts of time, space, volume, and number but in ways that remain simplified and concrete rather than abstract |
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Conservation |
In Piaget's theory, mastery of the concept that the weight, mass, and volume of matter remain unchanged even when shape or appearance of object changes |
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Formal operational stage |
Period of intellectual development characterized by thinking that includes abstract, theoretical, and hypothetical ideas |
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Theory of mind |
Understanding that ppl have mental states, such as thoughts, beliefs, and intentions and that other people's mental states can be different from ones own |
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Zone of proximal development |
Refers to range of tasks that a child cannot yet master alone, but that she or he can accomplish with the guidance of a more capable partner |
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Scaffolding |
Process of adjusting instruction so that it is responsive to a beginners behavior and supports the beginners efforts to understand a problem or gain a mental skill |
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Developmental tasks |
Skills that must be mastered, or personal changes that must take place, for optimal development |
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Psychosocial dilemma |
Conflict between personal impulses and the social world |
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Trust vs. Mistrust |
Conflict early in life about learning to trust others and the world = stage 1, first yr of life |
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Autonomy vs. Shame and doubt |
Conflict created when growing self control is pitted against feelings of shame or doubt = stage 2, 1-3 yrs |
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Initiative vs. Guilt |
Conflict between learning to take initiative and overcoming feelings of guilt about doing so =stage 3, 3-5 yrs |
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Industry vs. Inferiority |
Conflict in middle childhood centered around lack of support for industrious behavior, results in feelings of inferiority = stage 4, 6-12 yrs |
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Identify vs role confusion |
Conflict of adolescence involving the need to establish a personal identity = stage 5, adolescence |
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Intimacy vs isolation |
Challenge of overcoming a sense of isolation be establishing intimacy with others = stage 6, young adulthood |
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Generativity vs stagnation |
Conflict of middle adulthood in which self-interest is countered by an interest in guiding the next generation = stage 7, middle adulthood |
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Integrity vs despair |
Conflict in old age between feelings of integrity and the despair of viewing previous life events with regrets = stage 8, late adulthood |
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Adolescence |
Culturally defined period between childhood and adulthood |
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Puberty |
Biologically defined period during which a person matures sexually and is capable of reproduction |
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Emerging adulthood |
Socially accepted period of extended adolescence that is now quite common in western and westernized societies |
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Moral development |
Development of values that, along with appropriate emotions and cognitions, guide responsible behavior |
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Preconventional moral reasoning |
Moral thinking is based on the consequences of one's choice or actions |
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Conventional moral reasoning |
Moral thinking based on a desire to please others or to follow accepted rules and values |
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Postconventional moral reasoning |
Moral thinking based on carefully examined and self-chosen moral principles |
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Gerontologist |
Psychologist who studies aging and the aged |
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Ageism |
Discrimination or prejudice based on a person's age |
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Thanatologist |
Specialist who studies emotional and behavioral reactions to death and dying |
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Subjective well-being |
General life satisfaction combined with frequent positive emotions and relatively few negative emotions |
