2057119
Description
Flashcards by Sarah Sulzle, updated more than 1 year ago
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Created by Sarah Sulzle
almost 10 years ago
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| Question | Answer |
| Developmental Psychology | Studies the patterns of growth and change that occur throughout life |
| Nature-Nurture Issue | Issue of degree to which environment and heredity influence behavior |
| Identical Twins | Twins that are genetically identical |
| Cross-sectional Research | Research method that compares people of different ages at the same point in time |
| Longitudinal Research | method that investigates behavior as participants get older |
| Chromosomes | Rod-shaped structures that contain all basic hereditary information |
| Genes | The parts of the chromosomes through which genetic information is transmitted |
| Zygote | new cell formed by the union of egg and sperm |
| Embryo | developed zygote; heart, brain, and other organs, discernable arms, legs and a face. 1 inch long |
| Fetus | Developing individual from 8 weeks after conception until birth |
| Age of Viability | point at which a fetus can survive if born prematurely |
| Germinal Period | 100-150 cells, first two weeks, (zygote) |
| Embryonic Period | week 2-8 of pregnancy, (embryo) |
| Fetal Period | from week 8 to birth, response to touch, hair growth, facial features, organ function, brain neurons produced |
| Sensitive Periods | when organisms during pregnancy, are susceptible to certain kinds of stimuli. Ex: mother taking drugs/smoking & drinking. (may also occur after birth) |
| Phenylketonuria | child born with this disease lacks enzyme that is required for normal development |
| Sickle Cell Anemia | Abnormally shaped red blood cells |
| Tay-Sachs Disease | Bodies inability to break down fat |
| Down Syndrome | Zygote receives extra chromosome at moment of conception |
| Teratogens | environmental agents such as a drug, chemical, virus, or other factors that produce a birth defect |
| Developmental Psychologists are interested in... of development | heredity & environment |
| Longitudinal Research | Studies same individuals over a period of time |
| Neonate | Newborn Child |
| Reflexes | unlearned involuntary responses that occur automatically in the presence of certain stimuli |
| Habituation | decrease in response to a stimulus that occurs after repeated presentations of the same stimulus |
| Attachment | positive emotional bond that develops between a child and particular individual |
| Authoritarian Parents | rigid and punitive and value unquestionable obedience from their children |
| Permissive Parents | give children relaxed or inconsistent direction and although they are warm they require very little of them |
| Authoritative Parents | firm, set clear limits, reason with their children and explain things to them |
| Uninvolved Parents | show little interest in their children and are emotionally detached |
| Temperament | basic, inborn characteristic way of responding and behavioral style |
| Psychosocial Development | interactions and understanding of each other and of their knowledge and understanding of themselves as embers of society |
| Cognitive Development | child's understanding of the world changes due to their age and experience |
| Sensorimotor Stage | Piaget; 0-2 yrs; little competence in representing the environment by using images , language, or other symbols |
| Object Permanence | Awareness that objects-and people-continue to exist even if they are out of sight |
| Preoperational Stage | Piaget; 2-7 yrs; language development |
| Adolescence | developmental stage between childhood and adulthood |
| Egocentric Stage | child views world entirely from his or her own perspective |
| Principle of Conservation | Quantity is unrelated to the arrangement and physical appearance of objects |
| Concrete Operational Stage | Piaget; 7-12 yrs; Logical thought and loss of egocentrism |
| Formal Operational Stage | Piaget; 12+ yrs; abstract thought |
| Information Processing | way people take in, use and store information |
| Metacognition | awareness and understanding of one's own cognitive process |
| Zone of Proximal Development | Vygotsky; gap between what children are able to accomplish on their own and they are not quite ready to do by themselves |
| Puberty | maturation of sexual organs; girls 11-12 yrs; boys 13-14 yrs |
| Identity-versus-role-confusion Stage | Erikson; time in adolescence of major testing o determine one's unique qualities |
| Identity | distinguishing character of individual: who each of us is, what our roles are, and what we are capable of |
| Intimacy-versus-isolation Stage | Erikson; Early adulthood; Developing close relationships |
| Generativity-versus-stagnation | Erikson; middle adulthood; take stock of our contributions to family and society |
| Ego-integrity-versus-despair Stage | Erikson; Late adulthood till death; review life's accomplishments and failures |
| Boomerang Children | return to live with their parents after leaving home for some period |
| Adolescent Egocentrism | State of self-absorption in which teenager views highly critical of authority figures, unwilling to accept criticism, quick to fault others |
| Personal Fables | belief in unique experience, that they are exceptional, and shared by no one else |
| Emerging Adulthood | Late teen years to mid 20's |
| Genetic Preprogramming Theories of Aging | suggests human cells have a built in time limit to their reproduction and that they are no longer able to divide after a certain time |
| Wear-and-Tear Theories of Aging | suggests that the mechanical functions of the body simply stop working efficiently |
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