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Psychology Ch.9
| Question | Answer |
|---|---|
| study of how behavior changes over the life span | developmental psychology |
| false assumption that because one event occurred before another event, it must have caused that event | post hoc fallacy |
| research design that examines people of different ages at a single point in time | cross-sectional design |
| effect observed in a sample of participants that results from individuals in the sample growing up at the same time | cohort effect |
| research design that examines development in the same group of people on multiple occasions over tie | longitudinal design |
| situation in which the effects of genes depend on the environment in which they are expressed | gene-environment interaction |
| tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions | nature via nurture |
| activation or deactivation of genes by environmental experiences throughout development | gene expression |
| prior to birth | prenatal |
| fertilized egg | zygote |
| ball of identical cells early in pregnancy that haven't yet begun to take on any specific function in a body part | blastocyst |
| second to eighth week of prenatal development, during which limbs, facial features, and major organs of the body take form | embryo |
| period of prenatal development from ninth week until birth after all major organs are established and physical maturation is the primary change | fetus |
| an environmental factor that can exert a negative impact on prenatal development | teratogen |
| condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations, and behavioral disorders | fetal alcohol symdrome |
| bodily motion that occur as a result of self-initiated force that moves the bones and muscles | motor behavior |
| the transition between childhood and adulthood commonly associated with the teenage years | adolescence |
| the achievement of sexual maturation resulting in the potential to reproduce | puberty |
| a physical feature such as the reproductive organs nd genitals that distinguish the sexes | primary sex characteristic |
| a sex-differentiating characteristic that doesn't relate directly to reproduction, such as breast enlargement in women and deepening voices in men | secondary sex characteristics |
| start of menstruation | menarche |
| boy's first ejaculation | spermarche |
| the termination of menstruation, marking the end of a woman's reproductive potential | menopause |
| study of how children acquire the ability to learn, think, reason, communicate, and remember | cognitive development |
| Piagetian process of absorbing new experience into current knowledge structure | assimilation |
| Piagetian process of altering a belief to make it more compatible with experience | accommodation |
| stage in Piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally | sensorimotor stage |
| the understanding that objects continue to exist even when out of view | object permanence |
| stage in Piaget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them | preoperational stage |
| inability to see the world from others' perspectives | egocentrism |
| Piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same | conservation |
| stage in Piaget's theory characterized by the ability to perform mental operations on physical events only | concrete operations stage |
| Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent | scaffolding |
| phase of learning during which children can benefit from instruction | zone of proximal development |
| a fear of strangers developing at eight or nine months of age | stranger anxiety |
| basic emotional style that appears early in development and is largely genetic in origin | temperament |
| the strong emotional connection we share with those to whom we feel closest | attachment |
| positive emotions afforded by touch | contact comfort |
| drawing conclusions on the basis of only a single measure | mono-operation bias |
| environment that provides children with basic needs for affection and discipline | average expectable environment |
| ability to inhibit an impulse to act | self-control |
| stage in Piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now | formal operations stage |
| widespread assumption that extremely early experiences (in the first 3 years of life) are almost always more influential than later experiences in shaping us as adults | infant determinism |
| theory that children are delicate little creatures who are easily damaged (not true) | childhood fragility |
| babies born at fewer than 36 weeks' gestation | premature |
| point at which infants can typically survive on their own; around 25 weeks | viability point |
| theorists that believe children's development is marked by radical reorganizations of thinking at specific transition points followed by period during which their understanding of the world stabilizes | stage theorist |
| slicing across all areas of cognitive capacity | domain-general |
| the ability to perform an action observed earlier; absent in sensorimotor stage | deferred limitation |
| attachment style in which the infant reacts to mom’s departure by becoming upset, but greets her return with joy (uses mom as a secure base) | secure attachment |
| attachment style in which the infant reacts to mom’s departure with indifference and shows little reaction on her return | insecure-avoidant attachment |
| attachment style in which the infant reacts to mom’s departure with panic and shows a mixed emotional reaction on her return | insecure-anxious attachment |
| attachment style in which infants react to mom’s departure and return with an inconsistent and confused set of responses | disorganized attachment |
| drawing conclusions on the basis of only a single measure | mono-operation bias |
| parenting style in which parents tend to be lenient with their children, allowing them considerable freedom inside and outside the household. Use discipline sparingly, if at all, and often shower their children with affection | permissive |
| parenting style in which parents tend to be strict, and give kids little opportunity for free play or exploration. Little affection, and lots of punishment | authoritarian |
| parenting style in which parents combine best features of both permissive and authoritarian | authoritative |
| parenting style in which parents pay little to no attention to their kids | uninvolved :( |
| ability to reason about what other people know or believe | theory of mind |
| individuals' sense of being male or female | Gender identity |
| a set of behavior that tend to be associated with being male or female | Gender role |
| Our sense of who we are as well as our life goals and priorities | Identity |
| dilemma concerning an individual's relation to other people | Psychosocial crisis |
| period of life between the ages of 18 and 25 when many aspects of emotional development, identity, and personality become solidified | Emerging adulthood |
| Supposed phase of adulthood characterized by emotional distress about the aging process and an attempt to regain youth | Midlife crisis |
| Alleged period of depression in mothers following the departure of their grown children from the home | Empty-nest syndrome |
| the study of how environmental factors and behaviors can cause changes to genes without altering the DNA sequence | Epigenetics |
| Influences in development run in two directions. | Bidirectional influences |
| from 18 days after fertilization to the sixth month of pregnancy the human brain develops rapidly | proliferation |
| A test used to assess a child's theory of mind is the ___ in which a child is told something about which someone else is unaware and then asked to adopt the perspective of the unaware other. If a child can do so, he or she has developed a theory of mind. | false-belief task, |
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