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| science of human development |
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| the science that seeks to understand how and why people of all ages and circumstances change or remain the same over time |
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| a way to answer questions that requires empirical research and databased conclusions |
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| a specific prediction that can be tested |
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| evidence that is based on observation, experience, or experiment, not theory |
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| the repetition of a study using different participants |
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| general term for the traits and, capacities, and limitations that each individual inherits gentically from his or her parents at the moment of conception |
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| a general term for all the environmental influences that affect development after an individual is conceived |
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| an approach to the study of human development that takes into account all phases of life, not just childhood or adulthood |
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| a time when a particular type of developmental growth in body or behavior must happen if it is ever going to happen |
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| a time when a certain type of development is most likely to happen or happens most ealiy, although it may still happen later with more difficulty. For example, early childhood is considered a sensitive period for language learning |
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| a group defined by the shared age of its members, who, because they were born at about the same time, move through life together, experiencing the same historical events and cultural shifts |
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| a person's position in society as determined by income. wealth, occupation, education and place of residence |
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| a system of shared beliefs, norms, behaviors and expectations that persist over time and prescribe social behavior and assumptions |
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| an idea that is based on shared perceptions, not on objective reality. many age-related terms such as childhood, adolescence, yuppie and senior citizen is social constructions |
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| difference-equals-deficit error |
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| the mistaken belief that a deviation from some norm is necessarily inferior to behavior or characteristics that meet the standard |
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| People whose ancestors were born in the same region and who often share a language, culture and religion |
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| Referring to the effects of environmental forces on the exression of an individuals's, or a species genetic inheritance |
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| a view of human development as an ongoing, ever-changing interaction between the physical, cognitive, and psychosocial influences. The crucial understanding is that development is never static but is always affected by,and affects , many systems of development |
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| The idea that some people are more vulnerable than others to certain experiences, usually because of genetic differences |
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| research method in which the researcher tries to determine the cause-and effect relationship between two variables by manipulating one ( The Independent Variable) and then observing and recording the ensuing changes in the other ( the dependent variable) |
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| in an experiment, the variable that is introduced to see what effect it has on the dependent variable( also called experiamental variable) |
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| in an experiment, the variable that may change as a result of whatever new condition or situation the experimanter adds. Depends on the Independent variable |
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| research method in which information is collected from a large number of people by interviews, written questionnaires, or some other means |
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| in-depth study of one person |
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| a research design that compares groups of people who differ in age but are similar in other important characteristics |
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| a research design in which the same individual are followed over tine and their development is repeatedly assessed |
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| cross-sequential research |
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| researchers forst study a group of people with different ages( Cross-sectional) and then follow those groups over a period of time ( longitudal app ) |
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| a number that indicates the degree of relationship between two variables, expressed in terms of the likelihood that one variable will ( or will not) occur when the other variable does ( or does not). A correlation indicates only that two variables are related, not that one variable causes the other to occur |
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