4610721
| Question | Answer |
| 1. Developmental Psychologist | Developmental psychologists study and research how humans mature throughout their lives |
| 2. Nature vs. Nurture | What makes us who we are and drives how we behave, our genes (nature) or our experiences (nurture) |
| 3. Cross-sectional research | A type of study in which people of different ages are examined at the same time(s) |
| 4. Longitudinal Study | When people are studied, and restudied over a period of time. |
| 5. Zygote, embryo, fetus | Zygote: What a female egg is classified as after it becomes fertilized Embryo: An organism in the early, prenatal stage from about 2 weeks to 2 months after fertilization is an embryo Fetus: the longest stage of prenatal, human development that lasts from 9 weeks after conception to birth. |
| 6. Teratogens | Toxic substances that can harm the fetus (ex. drugs, alcohol, nicotine, viruses, etc.) |
| 7. Fetal Alcohol Syndrome (FAS) | A set of physical and mental birth defects that can result from a woman drinking alcohol during her pregnancy |
| 8. Rooting Reflex | A baby's tendency to turn its head toward things that touch its cheek |
| 9. Moro Reflex | Activated when support for the neck and head is suddenly removed. The arms of the infant are thrust outward, and then appear to grasp onto something |
| 10. Babinski Reflex | An infant fans out its toes in response to a stroke on the outside of its foot. |
| 11. Harry Harlow's attachment research | Baby monkeys were separated from their mothers given two surrogate mothers - one made out of wire, and another made of terry cloth |
| 12. Contact Comfort | The physical and emotional comfort that an infant receives from being in physical contact with its mother |
| 13. Konrad Lorenz & imprinting | Konrad Lorenz was an Austrian scientist; imprinting is when certain birds and mammals form attachments during a critical period very early in their lives. |
| 14. Critical Period | A specific time during which an organism has to experience stimuli in order to progress through developmental stages properly |
| 15. Mary Ainsworth/ "Strange Situation" | She put a baby in an unfamiliar room (for a little while with her mother, and then with a stranger) to see how to baby would react in both situations |
| 16. Secure Attachments | An emotional bond between children and caregivers |
| 17. Avoidant attachments | a type of childhood insecure attachment style |
| 18. Anxious/ambivalent attachments | a type of childhood insecure attachment style |
| 19. Authoritarian (parenting style) | Sets rigid rules, enforce strict punishments, rarely listens to child. Child of this type of parent tends to be moody, aggressive, and often lack good communication skills |
| 20. Permissive (parenting style) | Sets rules, but allow their kids to make their own decisions, *children of this type of parent tend to be impulsive, immature, and often fail to respect others |
| 21. Authoritative (parenting style) | Sets firm rules, makes reasonable demands, children of this type of parent tend to be well-adjusted, goal-oriented, and socially competent |
| 22. Sigmund Freud | He is known as the Father of Psychoanalysis |
| 23. Jean Piaget's Theory of Cognitive Development | 4 Stages "Learning Formula" Small People Can Formulate 1. Sensorimotor (0-2 yrs) 2. Preoperational (2-7 yrs) 3. Concrete Operational (7-11 yrs) 4. Formal Operational (11+ yrs) |
| 24. Schema | A mental concept that informs a person about what to expect from a variety of experiences and situations |
| 25. Assimilation | Process of absorbing new information from existing schemas |
| 26. Accomodation | Happens when children change their old schema, or develop new a one to incorporate new information. |
| 27. Sensorimotor Stage | According to Jean Piaget, from birth to approximately age 2 learn to coordinate all their sensory experiences (sights, sounds, etc.) with their motor behaviors |
| 28. Object Permanence | A developmental term that refers to a child's ability to understand that objects still exist after they are no longer in sight |
| 29. Preoperational Stage | When children believe that inanimate objects have feeling |
| 30. Egocentric | An inability on the part of a child in the preoperational stage of development to see any point of view other than their own |
| 31. Animism | The belief that objects that are inanimate (not living) have feelings, thoughts, and have the mental characteristics and qualities of living things |
| 32. Concrete Operations | From about 7 to 12 years of age; children gain the abilities and mental operations that allow them to think logically about concrete events such as mathematical operations and principles, and conservation |
| 33. Law of conservation | A child understands that changing the form of a substance or object does not change its amount, overall volume, or mass (happens between ages 7 and 11). |
| 34. Formal Operations | When a person gets to be approximately age 12, they acquire the ability to think logically about abstract concepts |
| 35. Deferred gratification- Stanford University Marshmallow experiment | The ability to put off something mildly fun or pleasurable now, in order to gain something that is more fun, pleasurable, or rewarding later. Marshmallow Test: the experimenter gave four-year-old children a marshmallow and told them that they could either eat the marshmallow now, or wait fifteen minutes until the experimenter got back from doing a task and have two marshmallows. |
| 36. Lev Vygotsky | A Russian psychologist most known for his sociocultural theories on cognition |
| 37. Zone of proximal development (ZPD) | Tasks that are too difficult for a person to learn alone, but can be learned with guidance from someone with experience in the task |
| 38. Erik Erikson's Psychological Development Theory | Erikson's theory says we progress 8 stages of development from infancy to old age. At each stage, there is a crisis that has a positive or negative outcome. |
| 39. Trust vs. Mistrust | As infants, we depend on our caregivers to provide for our basic needs, and develop trust when these needs are met. Otherwise, we may grow up to be suspicious and mistrustful. (birth-1 year) |
| 40. Autonomy vs. Shame and Doubt | As toddlers, we become willful and curious. If we're restricted, we may develop shame and doubt. (1-3 years) |
| 41. Initiative vs. Guilt | As young children, we engage in play, interaction, and self-expression. Too much criticism can cause guilt. (3-5 years) |
| 42. Industry vs. Inferiority | At this age, we learn to read and create. Positive reinforcement will lead to industriousness. Otherwise, we may feel inferior. (5-12 years) |
| 43. Identity vs. Role confusion | As teens, we typically try to understand who we are, but this can sometimes lead to confusion. (12-18 years) |
| 44. Intimacy vs. Isolation | In adulthood, we often seek intimacy in order to avoid feeling isolated. (18-40 years) |
| 45. Generativity vs. stagnation | In middle adulthood, we focus on establishing our careers and families. If we are unsuccessful, we can feel stagnant. (40-65 years) |
| 46. Integrity vs. Despair | As older adults, we contemplate the integrity of our lives and accomplishments. If we do not feel accomplished, we may experience despair. (65+ years) |
| 47. Lawrence Kohlberg's Theory of Moral Development | This theory made us understand that morality starts from the early childhood years and can be affected by several factors. |
| 48. Preconventional Stage | The first level of Kohlberg's moral development taxonomy where individuals' ethical principles are guided by the consequences of the action and the benefit awarded to him or herself |
| 49. Conventional Stage | the second stage in Kohlberg's stages of development which explains the development of moral judgment and ethical reasoning in individuals |
| 50. Postconventional Stage | The third and final level of Kohlberg's moral development taxonomy where individuals enter the highest level of morale development |
| 51. Primary Sex Characteristics | body structures that are specific to sex (females=ovaries; males=testes) |
| 52. Secondary Sex Characteristics | Physical features other than reproductive organs that distinguish men from women. |
| 53. Menarche | A female's first menstrual cycle |
| 54. Menopause | A natural change in a woman's menstrual cycle that occurs as she gets older (usually once a woman reaches her 50s). |
| 55. Social Clock | A cultural specific timetable for events to occur (events include marriage, having children, etc). |
| 56. Crystallized Intelligence | The amount of information you obtain and the verbal skills you develop over time. |
| 57. Fluid Intelligence | Your ability to reason in an abstract way |
| 58. Elizabeth Kubler Ross Stages of Grieving (Giraffe video) | Lists the five emotional stages that a person potentially goes through when facing impending death or other catastrophic or life-changing experience |
| 59. Irreversibility | A child's inability to mentally reverse a sequence of events Ex. A child gets upset when their favorite ball gets flat. |
| 60. Criticism of Piaget's theory? | 1. Piaget underestimated the age at which children meet these milestones. 2. Lev Vygotsky criticized Piaget for not taking in account cultural & social factors |
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