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Development
| Term | Definition |
|---|---|
| Zygote | One celled organism formed by union of sperm and egg |
| Germinal stage | First two weeks after conception - women won't know about pregnancy, zygotes rejected, placenta forms |
| Placenta | Structure allowing oxygen and nutrients to pass to fetus from mother's bloodstream and body wastes to pass out through mother |
| Embryonic stage | Two weeks until end of second month of pregnancy. Vitals and body systems form, heart/brain/spine emerge, Fetus is vulnerable. Most miscarriages / major birth defects happen at this time |
| Fetal stage | Two months to birth of pregnancy. Muscles and bones form, fetus moves. |
| Age of viability | Period between 22 and 26 weeks of pregnancy which baby can survive if born prematurely |
| Maternal nutrition | Problems with this on fetus are usually confounded with other problems such as drug abuse and mother's health |
| Heroin | Drug that, if used by mother, babies are born addicted |
| Cocaine | Drug that, if used by mother, babies can get birth defects, heart abnormalities, and have brain seizures |
| Fetal alcohol syndrome | Disease born from heavy drinking during pregnancy that causes babies to have microcephaly, heart defects, irritability, hyperactivity, and retarded motor and mental development |
| Teratogens | Agents such as chemicals and viruses that can reach embryo or fetus during prenatal development and cause harm |
| Rooting reflex | Baby's tendency to open mouth and search for nipple when touched on cheek |
| Sight | Sense not fully developed with newborns because unable to control accommodation (changing curvature of lens) |
| Visual cliff | Glass platform that extends over several foot drop off. Shows that babies have depth perception because they will not go over edge at six moths |
| Hearing, taste, smell, touch | Senses that births have from birth, such as locating and distinguishing mother's voice. |
| Imprinting | Rapid learning process where newborn establishes behavior pattern of recognition and attraction to another thing identified as parent |
| Cephalocaudal trend | Head to foot development - control of upper before lower body |
| Proximodistal trend | Center outward development, have control of torso before arms before fingers |
| Growth spurts | With babies, it is rapid as they can grow as much as 1/2 an inch per day |
| Developmental norms | Average age at which individuals gain certain attributes. Words at around 12 months |
| Maturation | Development that reflects gradual unfolding of one's genetic blueprint. Rolling to crawling to walking |
| Longitudinal Temperament | Study when one observes one group or subject over period of time |
| Cross-sectional Temperament | Study when one studies groups of subjects of different ages studied at same time |
| Sequential Temperament | Study when one studies combination of two or more groups of different ages compared at one time |
| Attachment | Close emotional bond of affection between infant and caregiver |
| Separation anxiety | Emotional distress in many infants when separated from parent. Begins after 6-8 months |
| Harlow's expirement | Man who tested the monkey with chicken wire / terry cloth mother. Showed attachment was innate, not conditioned |
| Mary Ainsworth's Attachment study | Experiment when 1 year-old child brought to the room with her mother, and she left child with stranger - 3 attachment types |
| Secure attachment | When child plays and explores comfortably with mother, but upset when mother leaves. Seem to have better peer relationships |
| Anxious ambivalent | When child is anxious when mother is near, protests when she is gone, but remains anxious when she returns |
| Avoidant | When child makes little contact with mother when present, but not upset when she leaves |
| Trust vs mistrust. 1 yo. Relationship w/ mother. Infant completely dependent on adults. Positive vs negative depends on basic needs being met | Stage 1 of Erikson's Childhood |
| Autonomy vs shame / doubt. 2-3 yo. Relationship w/ parents. Toilet training, regulating behavior, personal responsibilities for feeding, dressing, bathing. Positive vs negative depends on self sufficiency | Stage 2 of Erikson's Childhood |
| Initiative vs guilt. 4-6 yo. Relationship w/ family. Strives for independence from parents. Positive vs Negative depends on parent's control over child | Stage 3 of Erikson's Childhood |
| Industry vs Inferiority. 6-puberty. Relationship w/ neighborhood, school. Children learn to function in outside family. Positive vs negative depend on doing well / support | Stage 4 of Erikson's Childhood |
| Piaget | Believed cognitive development involves stages characterized by fundamentally different thought processes. |
| Assimilation | Interpreting new experience in new terms of existing mental structure |
| Accommodation | Changing existing mental structures to explain new experiences. Often occur interactively. Ex. mixing cats with dogs |
| Sensory motor (1) | 0-2 yo. Child's relations to world deal w/ physical interaction. |
| Object permanence | Idea that objects continue to exist when not visible |
| Preoperational (2) | 2-7 yo. Symbolic thought progresses. Begin to use language. 4 basic flaws of thinking |
| Conservation | Awareness that physical quantities remain constant in spite of changes to shape and appearance |
| Centration | Focus on one feature of a problem, neglect other aspects (height, not width of glass) |
| Irreversibility | Inability to mentally undo something |
| Egocentrism | Limited ability to share someone else's viewpoint |
| Animism | Belief that all things are living |
| Concrete operational (3) | 7-11 yo. Begin to overcome 4 flaws. Can only perform operations on images of tangible objects / events. Handle hierarchal classification |
| Formal operational (4) | 11+ yo. Begin to apply operations to abstract concepts |
| Habituation | Gradual reduction of strength of response w/ repeated presentation of stimulus |
| Preconventional (Kohlberg's 1st stage) | First development of moral reasoning when one acts to gain rewards and avoid punishment |
| Conventional (Kohlberg's 2nd stage) | Second development of moral reasoning when one conforms to law or focuses on others' approval and disapproval. Inflexible rules |
| Postconventional (Kohlberg's 3rd stage) | Third development of moral reasoning when one gains personal code of ethics, complex reasoning, and abstract principles that transcend laws/expectations. |
| Adolescence | Transitional period between childhood and adulthood. Not culturally universal. Begins w/ puberty |
| Identity vs confusion. Age - adolescence. Individual struggles to form sense of identity | Erikson's Adolescent stage |
| Identity foreclosure (first of Marcia's four identity statuses) | Commitment to visions, values, and roles prescribed by parents |
| Moratorium (second of Marcia's four identity statuses) | Delaying commitment and experiment w/ alternative ideologies and careers. Good for learning, problem if one gets stuck at this status. |
| Diffusion | Rudderless apathy, refuse to plot life course |
| Achievement | Arriving at sense of self and direction after considering alternatives |
| Social clock | Person's notion of what should be accomplished by certain points of life. |
| Midlife crisis | Experienced by only small minority of men, but mental struggle during 40s. |
| Intimacy vs isolation. Early adulthood. Develop capacity to share intimacy w/ others. Positive vs negative depends on empathy vs manipulation | Erikson's first stage of adult stages |
| Generativity vs absorption. Middle adulthood. Acquire concern for welfare of future generations. Positive vs negative depend on selfishness towards others | Erikson's second stage of adult stages |
| Integrity vs despair. Retirement. Avoid tendency to dwell on mistakes of path / death. Positive vs negative depends on view of one's past life | Erikson's third stage of adults stages |
| Crystallized intelligence | One's accumulated knowledge. Increases or remains stable up to old age |
| Fluid intelligence | One's ability to reason speedily or abstractly. Decreases slowly up to 75, then rapidly after 85 |
| Denial. Anger. Bargaining. Depression. Acceptance. | Kubler-Ross's stages of dying |
| Better at verbal skills and language, more sensitive to nonverbal cues, more easily influenced | Female gender differences |
| Better at math, visual-spatial ability, and more aggressive | Male gender differences |
| Hormones and brain structure | Biological origins of differences of gender |
| Socialization | Acquisition of norms and behaviors expected in society |
| Gender roles | What is appropriate for each sex |
| Operant conditioning, observational learning, self socialization | 3 key factors in gender role socialization |
| Androgyny | Being neither distinguishably masculine / feminine |
Created by:
uriel_magana
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