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62 Cards in this Set
- Front
- Back
one group is followed and assessed at different times in life |
longitudinal design |
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several different age-groups are studied at 1 time |
cross-sectional design |
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combination of longitudinal and cross-sectional designs |
cross-sequential design |
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the particular impact on development that occurs when a group of people share a common time period or common life experience |
cohort effect |
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this period starts week 2-8, and the embryo will be 1 inch long and have a heartbeat. |
embryonic period |
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times during which some environmental influences can have an impact on development of an infant |
critical periods |
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any substance, drug, chemical, virus, etc. that can cause birth defects |
teratogen |
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the period of growth from 8 weeks after conception to birth |
fetal period |
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When is a baby considered full-term? |
38 weeks |
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the longer an infant spends looking at a stimulus, the more the infant prefers the stimulus over others |
preferential looking |
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the tendency of infants to stop paying attention to stimulus that doesn't change |
habituation |
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the last functional sense to develop after birth is ______, which does not develop until about 2 months. |
sight |
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the development of thinking, problem solving, and memory |
cognitive development |
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This psychologist proposed that there are 4 stages of cognitive development from birth to adulthood |
Piaget |
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Birth to age 2 1. object permanence 2. understanding that concepts and mental images represent objects 3. explore the world with 5 senses and ability to move
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sensorimotor |
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Age 2 - 7 1. mentally refer to objects/events with words 2. can pretend 3. can't conserve, logically reason, or consider multiple characteristics of an object |
preoperational |
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Age 7 - 12 1. can conserve 2. reverse thinking 3. classify objects by multiple characteristics 4. can use logic and understand analogies only about concrete ideas |
concrete operations |
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Age 12 - adulthood 1. use abstract reasoning 2. systematically examine/test hypothesies 3. think of logical possibilities |
Formal operations |
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the process of taking existing schemes and then try to understand and fit new things in terms of these schemes |
assimilation |
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the process of adjusting schemes to fit new information and experiences |
accommodation |
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knowledge that an object exists even when it isn't in sight |
object permanence |
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believing anything that moves is alive (2-7) |
animism |
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the inability to see the world through anyone else's eyes but their own |
egocentrism |
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focusing on only one aspect of an object rather than taking all into consideration
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centration |
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the ability to understand that altering the appearance of something does not change its amount is called |
conservation |
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feature of preoperational thinking causing children to fail at conservation because they are mentally unable to reverse their actions |
irreversibility |
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kinds of concepts taught between ages 7-12 because they are about objects, written rules, real things |
concrete concepts |
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This psychologist stressed the importance of social and cultural interaction in cognative development |
Vygotsky |
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process where a more skilled learner gives help to a less-skilled learner, reducing the amount of help as the less-skilled learner becomes more skilled |
scaffolding |
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the difference between what a child can do alone versus what the child can do with help (ZPD) |
zone of proximal development |
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type of speech where older people talk to infants in a higher-pitched, repititious pattern |
child-directed speech |
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infants understand more language than they can produce, known as |
the receptive-productive lag |
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list hte order in which children learn ot speak |
cooing babbling one-word speech telegraphic speech whole sentences |
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the behavioral and emotional characteristics that are fairly well established at birth |
temperament |
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happy babies who are easily soothed and have a regular schedule |
easy temperament |
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babies who are loud, active, and are unhappy about change but have irregular schedules |
difficult temperament |
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babies who are more regular than difficult children but must adapt to change slowly |
slow to warm up temeprament |
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the emotional bond forming between infants and primary caregivers |
attachment |
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the image you have of yourself based on your interactions with the important people in life |
self-concept |
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This psychologist has 8 stages in development based on emotional turning points in personality and the crisis that must be successfully met |
Erickson |
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Age 0 - 1
infants learn a basic sense of trust dependent upon if their needs are met |
trust versus mistrust |
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Age 1 - 3
toddlers begin to understand that they can control their own actions |
autonomy versus shame and doubt |
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Age 3 - 5
learn to take responsibility for their own behavior as they develop self-control |
initiative versus guilt |
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Age 5 - 12
learn new skills and compare themselves to others |
Industry versus inferiority |
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Age 13 - 20
must decide who they are, what they believe, and what they want to be |
identity versus role confusion |
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Ages 20s - 30s
finding a person to share their identity with in close relationships
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Intimacy versus Isolation |
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Ages 40's - 50's
find a way to be creative, productive, person who nurtures the next generation |
Generativity vs Stagnation |
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Ages 60's - death
Coming to terms with the end of life, reaching a sense of wholeness and acceptance |
Ego Integrity versus Despair |
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adolescents spend time thinking that they are unique and special "no one understands" |
personal fable |
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extreme self-conciousness that everyone is looking at them |
imaginary audience |
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This psychologist, influenced by Pigat's stages of development, created 3 levels of moral development |
Kohlberg |
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stage in Kohlberg's moral development where morality is based on consequences
young children |
preconventional morality |
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stage in Kohlberg's moral development where an action is morally right if it conforms to the rules of society and wrong if it does not.
older children, adolescents, adults |
conventional morality |
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Morality is determined by experiences and judgement of the person, even if that judgement disagrees with society's rules
1/5 of the population |
postconventional morality |
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parenting the next generation and helping them through their crises |
generativity |
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parenting style overly concerned with rules |
authoritarian parenting |
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parents aren't involved with their children and ignore until it interferes with the parents |
permissive neglectful |
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parents are too involved with their children, giving them what they want, not giving them limits |
permissive indulgent |
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if you can look back in life and feel full and come to terms with regrets, then you feel a sense of wholeness known as ____. |
ego integrity |
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cells are limited to the number of times they can reproduce, evident in telomeres that shorten each time a cell reproduces |
cellular-clock-theory |
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outside influences like stress, physical exertion, bodily damage cause aging, evident in less collagen producing wrinkles |
wear-and-tear-theory |
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biological damage due to oxygen molecules with an unstable electron |
free-radical-theory |