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13 Cards in this Set
- Front
- Back
Human development |
The scientific study of the changes that occur in people as they age from conception until death |
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Longitudinal design |
research design in which one(same) participant or group of participant is studied over a long period of tie |
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Cross sectional design |
different participants of various ages are compared at one point in time to determine age-related differences |
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infant reflexes |
- grasping - moro(startle) -rooting -stepping -sucking |
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Motor milestones |
- raising head and chest (2~4 months) - rolling over head (2~4 months) - sitting up with support (4~6 months) - sitting up without support (6~7 months) - crawling ( 7~8 months) - walking (8~18 months) |
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piaget's theory of cognitive development (definition and 4 stages) |
def : the development of thinking solving, and memory.
§ Sensorimotor(0~2) : children explore the worldusing their senses and ability to move. They develop object permanence and theunderstanding that concepts and mental imagesrepresent objects, people, and events § Preoperational(2~7) : young children can mentallyrepresent and refer to objects and events with words or pictures and they canpretend. However, they can’t conserve, logically reason, or simultaneouslyconsider many characteristics of an object· (-->Egocentricism : the inability to see the worldthrough anyone else’s eyes· -->Centration : the tendency of a young child tofocus only on one feature of an object while ignoring other relevant features.· --> Conservation : ability to understand that simplychanging the appearance of an object does not change the object’s nature· --> Irreversibility : inability of the young childto mentally reverse an action.) § Concrete Operations(7~12) : Children at thisstage are able to conserve, reverse their thinking, and classify objects interms of their many characteristics. They can also think logically andunderstand analogies but only about concrete events. § Formal operations (12~) People at this stage canuse abstract reasoning about hypothetical events or situations, think aboutlogical possibilities, use abstract analogies, and systematically examine andtest hypotheses. Not everyone can eventually reason in all these ways. |
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object permanence |
the knowledge that an object still exists when it is not in sight |
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vygotsky's zone of proximal development |
the difference between what a child can do alone and what that child can do with the help of a teacher - scaffolding: the process by which a more skilled learner gives help to a less skilled learner, then reduces the amount of help as the less skilled learner becomes more capable |
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temperament (easy vs difficult styles)
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easy : regular, adaptable, and happy difficult : irregular, non adaptable, and irritable |
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Attachment |
definition : the emotional bond between an infant and the primary caregiver - secure : willing to explore, upset when mother departs, but easily soothed upon her return - avoidant : unattached, explores without "touching base" - ambivalent : insecurely attached; upset when mother leaves and then angry with mother upon her return - disorganized- disoriented : insecurely attached and sometimes abused or neglected, child seems fearful, dazed and depressed |
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Erikson's first four stages |
- trust vs mistrust : infant's basic sense of trust or mistrust develops as a result of consistent or inconsistent care - autonomy versus shame and doubt : toddler strives for physical independence -initiative versus guilt : preschool aged child strives for emotional and psychological independence and attempts to satisfy his of her curiosity about the world - industry versus inferiority : the adolescent strives for a sense of competence and self-esteem |
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sex vs gender |
sex : biological differences gender : the psychological aspects of being male or female (social/cultural role) |
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social learning theory |
emphasis on learning through observation and imitation
- rewarded for appropriate gender behavior - ignored/discouraged for gender inapporopriate behavior. |