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| emphasizes intellectual abilities, including learning memory, problem solving, and intelligence (see chart) |
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| emphasizes how brain, nervous system, muscles, sensory capabilities, needs for food drink and sleep affect behaviour. (see chart) |
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| emphasizes enduring characteristics that differentiate one person from another, and how interactions with others in social relationships grow and change over the lifetime (see charts) |
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| Some cognitive questions are... |
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Definition
what are the earliest memories that can be recalled from infancy?
what are the intellectual consequences of watching TV? |
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| Some physical questions are... |
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what determines sex of child?
what are the long term results of pre-mature birth? |
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| Some social questions are... |
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what is the best procedure of disciplining children?
when does a sense of gender identity develop? |
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| A group of people born at the same time in the same place. |
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| history graded influence... |
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| not related to location, based on life-events: puberty, school, sports |
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| sociocultural graded events... |
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| based on sub cultural membership, social class |
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| non normative life events |
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| specific atypical events that occur in a particular persons life at a time when such events do not happen to most people (personal) |
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| a specific time in devel. when the presence of certain kinds of stimuli are necessary for devel. to proceeded normally |
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stimuli presented to children will allow them to thrive with the absence of such stimuli will not lead to irreversible consequences
ex. language |
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the degree that humans are modifiable due to experience.
ex. playdoh is moldable but has limits |
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| devel. is gradual with achievements at one level building on those of previous levels |
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| Discontinuous development |
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Definition
Occurs in distinct stages
ex. Piaget |
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| father of classical conditioning |
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| Organisms learn to respond in a particular way to a neutral stimulus |
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| father of operant conditioning |
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| voluntary response is strengthen or weakens by association neg or pos consequences |
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| father of social learning theories |
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| modeling, learn from consequences of others actions |
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| reinforcement/extinguished behaviour |
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| something that increases behavior. Extinguished behavior- a behavior that ceases after negative response. |
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| refers to changes in existing ways of thinking in response to encounters with new stimuli or events OR change existing schema to make sense of new information (accommodation C is for Changes) |
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| process in which people understand a new experience in terms of their current stage of cognitive development and existing ways of thinking (assimilation S is for Same) |
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| information processing, focus on memory. Information thought to be processed in discontinuous manner as it moves from stage to stage. Info stored in multiple locations in brain through connections. Understanding improves through assimilation and accommodation. (Brain as a processor) |
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| Carl Rogers and Abraham Maslow- focus on individual ability and motivation to reach more advanced lvls of maturity. People naturally seek to reach full potential. (Self-Actualize) Humans are a part of nature, and values have their source in human experience. All people have need for positive regard. |
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| Bronfenbrenner- AKA Bioecolgical, relationships between individuals and their physical cognitive personality and social roles. Development is unique, tied to social and cultural context. (Microsystem, Meso, Exo, Macro, Krono) |
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| Zone of proximal development |
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| (Vygotsky) space between what you currently can do and what you could be able to do with support. |
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| Piaget Stages Sensorimotor |
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Definition
| Sensorimotor 0-2, development of reflexes, understanding of basic spatial relations/trajectory. 8-12 mo. learn object permanence |
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| Piaget Stages Preoperational |
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| 2-7, children use of symbolic thinking grows, mental reasoning emerges, use of concepts increases (car keys symbolic of car ride, toy car representative of larger car) Not capable of operations. |
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| Piaget Stages Concrete Operational |
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| 7-12, characterized by active and appropriate use of logic (capable of liquid conservation) |
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| Piaget Stages Formal Operational |
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| develop ability to think abstractly |
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Definition
| basic unit of genetic information, blueprints for creating a persona are stored and created within |
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| substance that genes are composed of that determines nature of every cell in the body and how each will function |
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rod shaped portions of DNA organized in 23 pairs
23 from father, 23 from mother (ovum, sperm) |
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| What type of women are most likely to have multiple births |
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| older women and those taking fertility drugs |
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| underlying combo of genetic material present (not visible) |
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observable trait (visible)
ex. hair colour, skin colour, etc. |
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two weeks following conception, first and shortest stage of prenatal period.
Zygote begins to divide and grow. The fertilized egg (blastocyst) becomes implanted in uterus wall. |
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| 2-8 weeks after fertilization, significant growth in major organs and body systems |
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| outer layer of embryo (skin, hair sense organs, brain, etc.) |
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| inner layer (digestive system, liver, pancreas, respiratory, etc) |
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| muscles, bones, blood, circulatory |
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| 8 weeks after conception until birth, major organs have differentiated, dramatic growth, increasingly active |
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| Known as down syndrome, presence of extra chromosome on 21st pair |
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Definition
factor that produces birth defect
ex. chemicals, virus, drugs (environmental agents) |
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| less than 5.5 lbs, vulnerable to infection, and problems taking in oxygen due to lack of lung development (respiratory distress syndrome) |
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Definition
| less than 5.5 lbs, vulnerable to infection, and problems taking in oxygen due to lack of lung development (respiratory distress syndrome) |
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Term
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Definition
decrease in a response to a stimulus after repeated presentation of the same stimulus
ex. babies rattle |
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Definition
when a baby 'models' what it views.
ex. smiling |
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| Babies can walk on own at __ year of age |
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Definition
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When the child reaches a function age appropriate task
ex. first step, first word |
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When children on average will have their firsts
ex. when children first is an average - personal speech at 15 months norm of speech is 15 months |
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6 mo. of age - memory develops and the ability to predict increases.
appearance of unknown people evoke fear |
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emotional response that corresponds to the feelings of another person.
infants under age of two do not show empathy |
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Definition
fire when individual enacts particular behaviour; helps infants understand others actions
helps develop theory of mind |
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child uses mother as home base. explores independently and returns occasionally. not always upset when she leaves but immediately returns to mother when she returns.
66% of children in the US |
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Definition
doesnt seek proximity to mother. not distressed when she leaves.may avoid when she returns.
20% of children in the US |
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Term
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Definition
combination of pos/neg reactions to mothers. initial close contact and little exploration. anxious before she leaves but ambivalent on return.
10-15% of children in the US |
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| Disorganized-disoriented Attachment |
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Definition
inconsistent, contradictory, and confused.
may be calm, suddenly stop crying, least securely attached
5-10% of children in the US |
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Term
| Information Processing Approach |
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Definition
Identify the way individuals take in, store, and use information.
Involves quantitative changes in ability to organize info.
encoding -> storage -> retrieval |
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Term
| Children who spend __________ a week in group child care for a year or more have a(n) ____________ probability of being disruptive in class, and that effect continues through the sixth grade. |
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Definition
| ten or more hours; increased |
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Definition
Erikson; considers how individuals come to understand themselves and the meaning of others and their own behaviour.
8 distinct stages |
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Term
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Definition
Trust v Mistrust
devel. sense of T or MT based on how well needs are met by caregivers |
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Definition
Autonomy v Shame and Doubt
18mo-3yrs
devel. independence and autonomy if parents encourage exploration and freedom within safe bounds. If children are restricted/overly protected they will feel shame, doubt, and unhappiness. |
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