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| Traditional View of Development |
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Definition
| to study of development: emphasizes extensive change from birth to adolescence (especially infancy), little or no change in adulthood, and decline in |
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| Lifespan View of Development |
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Definition
| emphasizes developmental change throughout adulthood as well as childhood. |
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| views development as lifelong; multidirectional; multidimensional; plastic; multidisciplinary; and contextual; and as a process that involves growth, maintenance, and regulation of loss |
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| 3 Periods of Prenatal Development |
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Definition
1. Germinal – first two weeks after conception. Creation of the zygote, cell division, maturation into blastocyst (with inner trophoblast), ends with implantation of zygote to uterine wall.
2. Embryonic – 2-8 weeks after conception. Rate of cell differentiation increases, support systems for cells from, organogenesis (including ectoderm, mesoderm, and endoderm), placenta is formed.
3. Fetal – begins after two months, lasts through birth (7 months). Growth and development continue. |
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Term
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Definition
1. Cellular Clock – Leonard Hayflick’s theory that cells can divide a maximum of about 75 to 80 times and that as we age our cells become less capable to divide.
2. Free-Radical – Aging is due to waste from metabolizing energy that includes unstable O2 molecules (free radicals) that damage DNA and other structures.
3. Hormonal-Stress –aging in the body’s hormonal system can lower resistance to stress and increase likelihood of disease. |
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| actions or mental representations that organize knowledge. |
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| using existing schemas to incorporate new information |
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| adjusting schemas to fit new information and experiences |
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| grouping isolated behaviors and thoughts into a higher order, more smoothly functioning cognitive system |
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| Shifting from one stage of thought to another |
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Term
| 4 Main Stages in Paiget’s Theory of Cognitive Development– |
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Definition
1) Sensorimotor – (Birth to 2 years)
Infant constructs an understanding of the world by coordinating sensory experiences with physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.
2) Preoperational - (2 to 7 years of Age)
The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action
3) Concrete Operational – (7 to 11 years of age)
The child can now reason logically about concrete events and classify objects into different sets.
4) Formal Operational – (11 years of age through adulthood)
The adolescent reasons in more abstract, idealistic, and logical ways |
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Definition
| understanding that objects and events continue to exist even when they cannot be seen, heard, or touched. |
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Definition
| the awareness that altering the appearance of an object or a substance does not change its basic properties. |
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Term
| Information Processing Approach |
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Definition
Emphasizes that individuals manipulate information, monitor it, and strategize about it. Individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills.
• When individuals perceive, encode, represent, store, and retrieve information, they are thinking
• Learning good strategies for processing information |
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Term
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Definition
Linguist (1957) proposed that humans are biologically prewired to learn language at a certain time and in a certain way
Language acquisition device- (children born with it) a biological endowment that enables the child to detect certain features and rules of language, including phonology, ,syntax, and semantics. Children are prepared by nature with the ability to detect the sounds of language and follow rules such as how to form plurals and ask questions. (theoretical construct- not physical part of brain)
(does not explain the whole story of language acquisition) |
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Definition
| language represents nothing more than chains of responses acquired through reinforcement. Language is a complex learned skill. (not considered a viable explanations of how children acquire language) |
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| interaction view- children learn language in specific contexts of joint attention. |
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Definition
| fear and weariness of strangers, first appears about 6 months, more intense at 9 months and escalates through first birthday (separation protest – peaks at 13-15 months) |
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Definition
| “reading” emotional cues to help determine how to act in a particular situation, begins around first year (page 364-366) |
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Definition
Close emotional bond between two people
- Secure – use caregiver as “secure” base to explore environment. Mild protest if caregiver leaves, when she returns babies reestablish positive interaction (smiling, climbing on lap), then resume exploring environment (caregivers are sensitive to signals and consistently available to respond to infant needs) |
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Definition
| measuring tool for researchers, mom leaves child in room & child is observed, mother returns |
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| Harlow’s “Contact Comfort Study” |
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Definition
| Regardless of where they are fed, monkeys spend much more time with the cloth mother than the wire mother; comfort and affection connection. |
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Term
| Kolberg’s 3 Main Stages of Moral Development |
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Definition
1. Preconventional reasoning – good and bad are interpreted in terms of external rewards and punishments
2. Conventional reasoning – individuals’ standards are set by others (parents & government)
3. Postconventional reasoning - recognizes alternative moral courses, explores the options, decides on a personal moral code. |
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Term
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Definition
1. Leaving home: single young adults – accepting emotional and financial responsibility for self
- “Launching” – youth moving into adulthood and leaving their family of origin. Successful is separating from family of origin without cutting off ties completely. Time to formulate life goals, develop an identity, and become more independent before joining with another person to form a new family.
2. The joining of families through marriage: the new couple – Commitment to new system
3. Becoming parents and families with children – Accepting new members into the system
4. The family with adolescents – Increasing flexibility of family boundaries to include children’s’ independence and grandparents’ frailties
5. The family at midlife – Accepting a multitude of entrances and exits into the family system
6. The family in later life – Accepting the shifting of generational roles |
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