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Description
Flashcards by sarahm1212, updated more than 1 year ago
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Created by sarahm1212
about 10 years ago
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| Question | Answer |
| the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo | zygote |
| the developing human organism from about 2 weeks after fertilization through the second month | Embryo |
| the developing human organism from 9 weeks after conception to birth | fetus |
| agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm | tertogens |
| physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions | Fetal Alcohol Syndrome (FAS) |
| in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities | Sensorimotor stage |
| the awareness that things continue to exist even when not perceived | Object Permanence |
| in Piaget's theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. | Preoperational Stage |
| preschool children have difficulty perceiving things from another's point of view | Egocentric |
| an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development | Critical Period |
| parenting style in which parents impose rules and expect obedience | Authoritarian parenting style |
| parenting style in which parents submit to their children's desires | Permissive parenting style |
| parenting style in which parents are both demanding and responsive | Authoritative parenting style |
| the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible | Primary sex characteristics |
| nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair | Secondary sex characteristics |
| the first menstrual period | Menarche |
| the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines | menopause |
| a study in which people of different ages are compared with one another | cross-sectional study |
| research in which the same people are restudied and retested over a long period of time | Longitudinal study |
| our accumulated knowledge and verbal skills; tends to increase with age. | crystallized intelligence |
| our ability to reason speedily and abstractly; tends to decrease during late adulthood | fluid intelligence |
| the culturally preferred timing of social events such as marriage, parenthood, and retirement | Social Clock |
| a babies tendency to turn its head towards anything that brushes its cheek | Rooting reflex |
| when the support is removed from behind the babies's neck it reaches out as if it is trying to grab onto something | Moro Reflex |
| in response to a stroke on the outside of its foot a baby will flex its toes | Babinski reflex |
| people who study how humans are continually developing physically, socially, and cognitively from infancy through old age | Developmental psychologist |
| the conflict that we develop from genetic inheritance (our nature) or our experiences (the nurture we receive) | nature vs. nurture |
| a Russian developmental psychologist who studied how a child's mind feeds on the language of social interaction | Lev Vygotsky |
| 1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance | Elizabeth Kulber Ross: Stages of Grieving |
| he conducted a study in which he placed baby monkeys in a room with two "mothers". One was made from wires and was designed to feed while the other was made with terry cloth. They discovered that the monkey always went to the mother made from cloth and only went to the other mother for food. This is where we get the concept of contact comfort | Harry Harlow's attachment research |
| the physical and emotional comfort that the infant receives from its mother | Contact comfort |
| when this type of attachment is formed the child will often use the mother as a safe base, rely on her for comfort, and the parent's return is met with positive emotions | Secure attachment |
| in this type of attachment the child usually avoids the parent and seek little to no comfort from them | avoidant attachment |
| in this type of attachment the child is distressed by the parent leaving but is not comforted when they return | ambivalent attachment |
| the crisis that babies (0-1 years) experience in Erikson's first stage of psychosocial development | Trust vs. Mistrust |
| the crisis that toddlers (1-3 years) experience in Erikson's second stage of psychosocial development | Autonomy vs. Doubt (shame) |
| the crisis that children (3-5 years) experience in Erikson's third stage of psychosocial development | Initiative vs. Guilt |
| the crisis that school kids (5-12 years) experience in Erikson's fourth stage of psychosocial development | Industry vs. Inferiority |
| the crisis that teenagers, or adolescences (13-18 years), experience in Erikson's fifth stage of psychosocial development | Identity vs. Role confusion |
| the crisis that occurs in young adults (19-30 years) experience in Erikson's sixth stage of psychosocial development | Intimacy vs. Isolation |
| the crisis found in middle aged adults (40-65 years) in Erikson's seventh stage of psychosocial development | Generativity vs. stagnation |
| the eighth stage in Erikson's stages of psychosocial development that is usually found in older people (over 65 to death) | Integrity vs. Despair |
| the theory that there are 8 stages that affect each person's pyschosocial development | Erikson's Psychosocial development theory |
| the mental operations that enable children to to think logically about concrete events | Concrete operations |
| the mental ability to think logically about abstract concepts | formal operations |
| the principle that that properties such as mass, volume, and number remain the same despite changes in the forms of the object | Law of conservation |
| the frameworks that organize and interpret information | schemata |
| interpreting our new experiences in terms of our existing schemas | Assimilation |
| adapting our current understandings to incorporate new information | Accommodation |
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