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| the study of changes in behaviour and mental processes over time and the factors that influence the course of those constancies and changes |
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| a research approach that compares groups of different-aged people to one another |
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| any group of people born at the same time |
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| a research approach that follows the same people over a period of time by administering the same tasks or questionnaires and seeing how their responses change |
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| blended cross-sectional and longitudal research, designed to look at how individuals from different age groups compare to one another and to follow them over time |
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| the unfolding of development in a particular sequence and time frame |
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| changes in gene expression that are independent of the DNA sequence of the gene |
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| a distinct developmental phase in which organisms behave, think, or respond in a particular way that is qualitatively different from the way they responded before |
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| Changes the magnitude of a trait/behaviour |
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| Changes the type of trait/behaviour entirely |
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points in development where an organism is extremely sensitive to environmental input, making it easier for the organism to acquire certain brain functions and behaviours.
- May encourage or discourage the development |
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| Believing something other than a biological mother to be ones mother |
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| the period of development from conception to birth |
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| basic building blocks of our biological inheritance |
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| Deoxyribonucleic Acid (DNA) |
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| molecules in which genetic information is enclosed |
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| strands of DNA; each human being has 46 chromosomes, distributed in pairs |
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| a person's genetic inheritance |
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| the observable manifestation of a person's genetic inheritance |
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| both parents contribute the same genetic material for a particular trait |
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| parents contribute two different alleles to offspring. |
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| a trait that is expressed in a phenotype, no matter whether the genotype is homozygous or heterozygous for that trait |
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| a trait that is only expressed if a person carries the same two genetic alleles (ie. is homozygous) |
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| a trait that is expressed in a phenotype, no matter whether the genotype is homozygous or heterozygous for that trait |
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| a trait that is only expressed if a person carries the same two genetic alleles (ie. is homozygous) |
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| in a heterozygous combination of alleles, both traits are expressed in the offspring |
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| a trait that results as the product of a singe gene pairing |
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| a trait that manifests as the result of the contribution of many genes |
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| a single cell resulting from successful fertilization of the egg by sperm |
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| The term used for what was the "zygote" about 4 days after conception |
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| a nutrient-rich structure that serves to feed the developing fetus |
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| Stages of Prenatal Development |
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Conception
1. Germinal Stage (0-2 weeks)
2. Embryonic Stage (2-8 weeks)
3. Fetal Stage (9-40 weeks) |
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| Discharge of the fetus from the uterus before it is able to function on its own |
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| any environmental agent that caused damage during gestation |
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| a pattern in which growth and development proceed from the centre to the extremities |
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| a pattern in which growth and development proceed from top to bottom |
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| developmental reduction of neuronal connections, allowing stronger connections to flourish. |
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Common Newborn Reflex
- When touching an infants cheek, they will turn their head toward the stimulation and begin to suck.
- Helps infant to begin feeding |
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Common Newborn Reflex
- When pressing finger against an infants palm, they will grasp the finger and hold on.
- Allows infant to hold onto caregiver for safety |
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Common Newborn Reflex
- Upon being startled, the infant will fling arms outwards and then inwards in a hugging motion.
- May help infant to hold onto caregiver when support is lost |
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Common Newborn Reflex
- When stroking newborns foot, the infant will spread their toes apart.
- Function unknown |
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| Piaget's proposed mental structures or frameworks for understanding or thinking about the world. |
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- One of two ways of acquiring knowledge according to Piaget
- The inclusion of new information or experiences into pre-existing schemes. |
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- One of two ways of acquiring knowledge according to Piaget
- Alteration of pre-existing mental frameworks to take in new information |
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| Piaget's Four Stages of Cognitive Development |
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Definition
1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal operational |
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| an infant's realization that objects continue to exist even when they are outside of immediate sensory awareness |
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- One of Piaget's 4 States of Cognitive Development
- Ages 0-2
- Uses senses and motor skills
- Eventually develops object permanence
- Minimal thought beyond immediate experience |
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- One of Piaget's 4 Stages of Cognitive Development
- Ages 2-7
- Unable to consider another's point of view when different from ones own (egocentric)
- Do not understand that not all things are living (animistic)
- Able to hold memories, or representations, of objects in mind and work with them as ideas |
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| Flaws in children's reasoning based on their inability to take another person's perspective |
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| the understanding that certain properties of an object (such as volume or number) remain the same despite changes in the object's outward appearance. |
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| Concrete Operational Stage |
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- One of Piaget's 4 Stages of Cognitive Development
- Ages 7 - 11
- Children are able to talk about complex relationships, such as categorization and cause and effect
- Still limited to understanding ideas in terms of real-world relationships |
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| Piaget's description of children's ability to hold an idea in their mind and mentally manipulate it. |
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- One of Piaget's 4 Stages of Cognitive Development
- Ages 11+
- Achieve hypothetical deductive reasoning and the ability to think abstractly |
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| An experimental approach capitalizing on infants' and toddlers' heightened reactions to an unexpected event. |
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| the process of habituating, in which individuals pay less attention to a stimulus after it is presented to them over and over again |
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| an awareness of one's own mental states and the mental states of others. |
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| developmental adjustments that adults make to give children the help that they need, but not so much that they fail to move forward. |
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| Zone of Proximal Development |
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| the gab between what a child could accomplish alone and what the child can accomplish with help from others |
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