Term
| 1.1 What ideas about development were proposed by early philosophers and scientists? |
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Definition
| the philosophical concepts of original sin, innate goodness, and blank slate have influenced ideas about human development |
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Term
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Definition
| child development to gain insight into evolution |
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Term
| 1.1 G. Stanley Hall published the first |
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Definition
| scientific study of children based on norms |
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Term
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Definition
| individuals of all ages posses the capacity for positive change in response to environmental demands |
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Term
| 1.2 What is the Lifespan Perspective 3 notions |
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Definition
| notion that plasticity exists throughout the lifespan, that information from a variety of disciplines is needed to understand development, and development occurs in multiple contexts |
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Term
| 1.3 What 3 major domains and 8 periods do developmental scientists use to organize their discussions of the human lifespan |
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Definition
DOMAINS: 1. physical
2. cognitive
3. social
PERIODS:
1. prenatal
2. infancy
3. early childhood
4. middle childhood
5. adolescence
6. early adulthood
7. middle adulthood
8. late adulthood |
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Term
| 1.4 How do developmentalists view the two sides of nature vs nurture |
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Definition
| they hace debated it but now believe that every developmental change is a product of both |
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Term
| 1.5 continuity vs discontinuity debate |
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Definition
| whether change is a matter of amount or degree (continuity) or matter of type or kind (discontinuity) |
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Term
| 1.6 3 types of age-related change |
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Definition
1. normative age-graded change
2. normative history-graded change
3. nonnormative change |
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Term
| 1.6 How do the 3 kinds of age-related change differ |
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Definition
1. normative age-graded are experienced by all human beings
2. normative history-graded change are common to individuals who have similar cultural and historical experiences
3. nonnormative changes have 2 factors
- genetic factors
-timing of experiences |
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Term
| 1.7 how does consideration of the contexts in when change occurs improve scientists understanding of human development |
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Definition
| contexts of development include individual variables and settings in which development occurs. individual traits and contexts interact in complex ways to influence development |
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Term
| 1.8 what are the 4 goals of scientists who study human development |
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Definition
| developmental psychologists use scientific methods to describe, explain, predict, and influence age related changes and individual differences |
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Term
| 1.9 what descriptive methods are used by developmental scientists |
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Definition
-correlation studies measure relationships between variable
-case study and naturalistic observations but usually arent generalized |
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Term
| 1.10 what is the primary advantage of the experimental method? and why is it necessary |
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Definition
- to test casual hypotheses
- necessary to use in which participants are randomly assigned to experiments or control groups |
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Term
| 1.11 how do cross-sectional, longitudinal, and sequential research designs differ |
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Definition
-cross-sectional: separate age groups are tested once
-longitudinal: same individuals are tested repeatedly overtime
-sequential: combines both |
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Term
| 1.12 why is cross-cultural research important to the study of human development |
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Definition
| helps developmentalists identify universal factors and cultural variables that affect development |
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Term
| 1.13 what are 5 ethical standards that developmental researchers must follow |
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Definition
1. protection from harm
2. informed consent
3. confidentiality
4. knowledge of results
5. protection from description |
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Term
| 2.1 what are the 4 main ideas of freud's psychosexual theory |
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Definition
1. behavior is governed by conscious and unconscious motives
2. personality develops in steps
3. id is at birth
4. ego and superego develop in childhood |
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Term
| 2.1 Freud's 5 psychosexual stages and outcomes |
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Definition
1. oral: smoking and overeating
2. anal: disorganization
3. phallic: vanity
*4. latency: none
5. genital: mature sexuality |
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Term
| 2.2 what is the conflict associated with each of Erikson's 8 psychosocial stages |
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Definition
1. trust vs mistrust: hope
2. autonomy vs shame and doubt: will
3. initiative vs guilt: purpose
4. industry vs inferiority: competence
5. identity vs role confusion: fidelity
6. intimacy vs isolation: love
7.generativity vs stagnation: care
8.integrity vs despair: wisdom |
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Term
| 2.4 how does Watson condition Little Albert to fear white, furry things |
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Definition
| classical conditioning- learning through association of stimuli |
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Term
| 2.5 how does operant conditioning occur |
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Definition
| learning to repeat or stop behavior because of their consequences |
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Term
| 2.7 how doe the learning theories explain development |
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Definition
| they provide useful explanations of how behaviors are acquired but fall short of a comprehensive picture of human development |
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Term
| 2.8 how does cognitive development progress according to Piaget |
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Definition
-logical thinking
-such thinking develops across 4 childhood and adolescent stages
-movement from one step to another is result of changes in mental framework called schemes |
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Term
| 2.8 4 childhood and adolescent stages |
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Definition
1. sensorimotor
2. pre operational
3. concrete operational
4. formal operational |
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Term
| 2.9 how did Vygotsky use the concepts of scaffolding and the zone of proximal development to explain cognitive development |
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Definition
| his sociocultural theory has become important to developmentalists attempt to explain how culture affects development |
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Term
| 2.10 How does information-processing theory explain the findings of developmental psychologists such as Piaget and Vygotsky |
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Definition
-Information-processing theory use the computer as a model to explain intellectual processes such as memory and problem solving
-it suggests that there are both age differences and individual differences in the efficiency with which humans use their information-processing systems |
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Term
| 2.12 How do behavior geneticists explain individual differences |
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Definition
| they study the influence of heredity on individual differences and the ways in which individual's genes influence their environments |
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Term
| 2.13 what kinds of behaviors are of interest to ethologists and sociobiologists |
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Definition
-ethologists study genetically determined traits and behaviors that help animals adapt to their environments
- sociobiologists emphasize the genetic basis of behaviors that promote the development and maintenance of social organizations in both animals and humans |
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Term
| 2.14 what is the main idea of Bronfenbrenner's bioecological theory |
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Definition
| his theory has helped developmental psychologists categorize environmental factors and think about the ways in which they influence individuals |
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Term
| 2.15 What assumptions do the three families of theories make about development |
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Definition
in 3 questions:
1. are individuals active or passive in their own development?
2. how do nature and nurture interact to produce development?
3. does development happen continuously or in stages? |
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Term
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Definition
| developmentalists who take an eclectic approach use theories deprived from all the major families as well as those of many disciplines to explain and study human development |
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Term
| 3.1 what are the characteristics of the zygote |
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Definition
| at conception, the 23 chromosomes from the sperm join with the 23 chromosomes from the ovum to make a set of 46 that will be reproduced in each cell of the new individual |
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Term
| 3.2 in what ways do genes influence development |
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Definition
| genetics distinguish between genotype and phenotype. |
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Term
| 3.2 how are genes transmitted |
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Definition
| genes are transmitted from parents to children according to complex rules that include the dominant-recessive pattern and multifactorial inheritance |
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Term
| 3.5 what are the characteristics of each trimester of pregnancy |
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Definition
first trimester: women experiences morning sickness, breast enlargement, and fatigue
second trimester: abdomen enlarges , feels fetal movement, increase in appetite
third trimester: gains weight and may experience breast discharge |
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Term
| 3.6 what are the three prenatal stages |
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Definition
1. germinal
2. embryonic
3. fetal |
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Term
| 3.6 what happens in each stage of prenatal development |
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Definition
germinal: zygote travels down fallopian tube to the uterus and implants itself in the uterine wall
embryonic: organogenesis occurs
fetal: fetus grows larger and structure and function of various organs is refined |
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Term
| 3.9 how do teratogens affect prenatal development |
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Definition
| they exert greater effects on development during critical periods when specific organ systems are developing |
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Term
| 3.10 what are the potential adverse effects of tobacco, alcohol, and other drugs on prenatal development |
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Definition
| have harmful effects on the developing fetus, often resulting in lower birth weights and learning and behavior difficulties |
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Term
| 3.11 what risks are associated with teratogenic maternal diseases |
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Definition
| some diseases contracted by the mother may cause abnormalities or diseases in the child |
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Term
| 3.12 what other maternal factors influence prenatal development |
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Definition
-poor nutrition: fetus faces increased risks of stillbirth, low birth weight, and death in first year of life
-older mothers/very young mothers, long-term severe depression or chronic physical sickness |
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Term
| 3.15 what are the three stages of labor |
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Definition
| dilation and effacement, delivery, and placental delivery |
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Term
| 3.16 what do physicians learn about a newborn from the Apgar and Brazelton scales |
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Definition
| Apgar scale is used to assess a neonate's health immediately after birth and Brazelton scale is to track a newborn's development over the first 2 weeks of life |
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Term
| 3.17 which infants are categorized as low birth weight and what risks are associated with this |
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Definition
| neonates that weigh less than 2,500 grams have low birth weight. the lowering the weight the greater the risk of significant lasting problems |
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Term
| 4.1 what important changes in the brain take place during infancy |
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Definition
-changes in nervous system are extremely rapid in the first 2 years
-development of dendrites and synapses reach its first peak between 12 and 24 months
-myelinization of nerve fibers also occurs rapidly in the first 2 years |
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Term
| 4.2 how do infants' reflexes and behavioral states change |
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Definition
-adaptive reflexes include essential reflexes such as sucking -primitive reflexes include the Moro (startle) reflex and Babinski reflex which disappear in a few months
-neonates move through a series of states on consciousness in a cycle that lasts about 2 hours |
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Term
4.3 how do infants bodies change, and what is the typical pattern of motor skill development in the first 2 years
4 changes |
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Definition
-infancy, bones increase in number and density
-muscle fibers become larger and contain less water
-stamina improves as lungs and heart grows stronger
- motor skills move rapidly |
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Term
| 4.4 what are nutritional needs of infants |
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Definition
| breastfeeding has been shown to be better for a baby nutritionally than a bottle |
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Term
| 4.6 what are infants health care and immunization needs |
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Definition
-babies need a regular check up and a variety of immunizations
-prompt treatment of respiratory infections are also crucial |
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Term
| 4.7 what have researchers learned about sudden infant death syndrome |
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Definition
| SIDS is the most common cause of death between 1 month and 1 year of age in the US |
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Term
| 4.9 how do infants visual abilities change across the first month of life |
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Definition
| color vision is present at birth but visual acuity and visual tracking skills are relatively poor at birth and develop rapidly during the first few months |
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Term
| 4.10 how do infants senses of hearing, smell, taste, touch, and motion compare to those of older children and adults |
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Definition
| basic auditory skills are more fully developed at birth; acuity is good for the range of the human voice, and the newborn can locate at least the approximate direction of sounds. The sensory capacities for smelling, tasting, and senses of touch and motion are also well developed at birth |
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Term
| 4.12 how do depth perception and patterns of looking change over the first two years |
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Definition
-depth perception is present by 3 months
- babies initially use kinetic cues, then binocular cues, and finally pictorial cues by about 5 to 7 months |
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Term
| 4.13 how do infants perceive human speech, recognize voices, and recognize sound patterns other than speech |
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Definition
-from the beginning babies appear to attend to and discriminate among speech contrasts present in all possible languages
- by year 1 the infant makes fine discrimination only among speech and sounds salient in the language he is actually hearing
- |
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Term
| 4.14 what is intermodal perception |
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Definition
| studies show that infants can learn something via one sense and transfer it to another sense |
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Term
| 5.1 what are milestones of Piaget's sensorimotor stage |
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Definition
| primary, secondary, and tertiary circular reactions as well as object permanence, means-end behavior, and deferred imitation |
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Term
| 5.2 what are some challenges offered to Piaget's explanation of infant cognitive development |
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Definition
| piaget underestimated infants' capabilities, as well as the degree to which some concepts may be wired into the brain |
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Term
| 5.3 what does research tell us about infants understanding of objects |
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Definition
| Spelke and Baillargeon's research shows that Piaget underestimated how much younger infants know about objects and their movements |
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Term
| 5.4 what kinds of learning are infants capable of |
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Definition
-first few weeks: learn through classical conditioning, operant conditioning, and observing models
-by 14 months, recognize difference between successful and unsuccessful modeled behaviors |
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Term
| 5.5 how does categorical understanding change over the first 2 years |
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Definition
-from early age infants use categories to organize information
- sophistication and understanding increases over first two years |
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Term
| 5.6 how does memory function in the first 2 years |
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Definition
| 3 and 4 moth old infants show signs of remembering specific experiences over periods as long as a few days or week |
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Term
| 5.7 what are behaviorist, nativist, and interactionist explanations of language development |
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Definition
behaviorist: infants learn language through parental reinforcement of wordlike sound and correct grammar
nativist: innate language processor helps them learn language rules
interactionist: language development is a subprocess of cognitive development |
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Term
| 5.8 what are 3 environmental influences on language development |
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Definition
1. high-pitch infant-directed speech
2. amount of verbal interaction
3. poverty |
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Term
| 5.9 how do infants sound, gestures, and understanding of words change in the early months of life |
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Definition
-earliest sound are cries
-2 months: cooing
-6 months: babbling
- 9 months: meaningful gestures and can understand a small vocabulary of words spoken |
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Term
| 5.10 what are characteristics of toddlers first words |
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Definition
-usually names for objects or people
-typically around 1 year |
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Term
| 5.12 what kinds of individual differences are evident in language development |
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Definition
-rate of language
-expressive style or referential style |
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Term
| 5.13 how does language development vary across cultures |
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Definition
| early word learning seems to follow similar patterns in all cultures except word order depends on which language he is learning |
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Term
| 5.14 how is intelligence measured in infancy |
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Definition
| infant intelligence tests are not strongly related to later measures of intelligence. measure of basic information processing skills in infancy like rate of habituation at 4 months, may be better correlated with later intelligence-test scores |
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