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| the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan |
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| development involving the body's physical makeup, including the brain, nervous system, muscles, and senses, and the need for food, drink and sleep |
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| development involving the ways that growth and change in intellectual capabilities influence a person's behavior |
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| development involving the ways that the enduring characteristics that differentiate one person from another change over time |
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| the way in which individuals' interactions with others and their social relationships grow, change, and remain stable over the course of life |
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| shared notion of reality that is widely accepted but is a function of society and culture at a given time |
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| a group of people born at around the same time in the same place |
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| gradual development in which achievements at one level build on those of previous levels |
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| development that occurs in distinct steps or stages, with each stage bringing on behavior that is assumed to be qualitatively different from behavior at earlier stages |
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| a specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli are necessary for development to proceed normaly |
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| a point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences |
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| the predetermined unfolding of genetic information |
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| explanations and predictions concerning phenomena of interest, providing a framework for understanding the relationships among an organized set of facts or principles |
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| psychodynamic perspective |
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| the approach that states behavior is motivated by inner forces, memories, and conflicts that are generally beyond people's awareness and control |
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| the theory proposed by Freud that suggests that unconscious forces act to determine personality and behavior (associated with Freud) |
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| raw, unorganized, inborn part of personality present at birth, primative drives like hungar, sex, aggresion, and irrational impulses, operates according to pleasure principle-maximize satisfaction and reduce tension |
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| rational and reasonable part of personality, buffer between external and internal world, operates on reality principle-instinctual energy to restrain in order to maintain safety and help integrate in society |
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| conscience, distinction from right and wrong, learned from parents and significant figures around age 5 or 6 |
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| according to Freud, a series of stages that children pass through in which pleasure, or gratification, is focused on a particular biological function and body part |
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| behavior reflecting an earlier stage of development due to an unresolved conflict |
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| the approach that encompasses changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society (associated with Erik Erikson) |
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| the approach that suggests that the keys to understanding development are observable behavior and outside stimuli in the environment |
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| a type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response (associated with John B. Watson) |
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| a form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences |
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| a formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones |
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| social-cognitive learning theory |
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| learning by observing the behavior of another person, a model |
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| the approach that focuses on the processes that allow people to know, understand, and think about the world (associated with Jean Piaget) |
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| process in which people understand a new experience in terms of their current stage of development and existing thoughts |
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| changes in existing way of thinking in response to encounters with new stimuli or events |
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| information processing approach |
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| the model hat seeks to identify the ways individuals take in, use and store information |
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| considers cognition as made up of different types of skills, cognitive development proceeds quickly in certain areas and slower in others |
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| cognitive neuroscience approach |
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| the approach that examines cognitive development through the lens of brain processes |
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| the theory contending that people have a natural capacity to make decisions about their lives and control their behavior (free will) |
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| the theory that considers the relationship between individuals and their physical, cognitive, personality and social worlds |
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| the perspective suggesting that different levels of the environment simultaneously influence individuals, interconnectedness of the influences on development |
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| everyday, immediate environment, homes, caregivers, friends, teachers |
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| connects the microsystem to other systems, students to teachers, children to parents |
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| broad influences, social institutions, local government, schools, places of worship, local media |
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| larger cultural influences, society, value systems |
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| passage of time, historical events |
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| the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture |
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| theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors |
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| the process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and collection of data |
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| broad explanations and predictions about phenomena of interest |
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| a prediction stated in a way that permits it to be tested |
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| research that seeks to identify whether an association or relationship between two factors exists |
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| research designed to discover casual relationships between various factors |
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| a type of correlational study in which some naturally occurring behavior is observed without intervention in the situation |
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| understanding a culture's values and attitudes through careful, extended observation |
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| studies that involve extensive in-depth interviews with a particular individual or small group |
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| a type of study where a group of people chosen to represent some larger population are asked questions about their attitudes, behavior or thinking on a given topic |
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| psychophysiological methods |
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| research that focuses on the relationship between physiological processes and behavior (EEG CAT fMRI) |
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| a process in which an investigator, called an experimenter, devises two different experiences for participants |
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| the variable that researchers manipulate in an experiment |
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| the variable that researches measure in an experiment and expect to change as a result of the experimental manipulation |
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| group of participants chosen for an experiemnt |
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| research investigation carried out in a naturally occurring setting |
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| combination of results of many studies into one overall conclusion |
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| a research investigation conducted in a controlled setting explicitly designed to hold events constant |
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| research designed specifically to test some developmental explanation and expand scientific knowledge |
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| research meant to provide practical solutions to immediate problems |
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| research in which the behavior of one or more participants in a study is measured as they age |
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| research in which people of different ages are compared at the same point in time |
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| group of individuals born at around the same time and the same place |
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| research in which researchers examine a number of different age groups over several points in time |
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