| Term | Definition |
|---|
| Development | process that produces a progressive change that are orderly and coherent and which leato an end in maturity |
| Quantitive development | example: growth |
| Qualitive development | example: development |
| Heredity, environment | factors governing development |
| heredity | ex: maturation |
| environment | ex: learning |
| Principle of reproduction, variation, dominance and recessiveness, chance, sex-linked characteristics | principles of heredity |
| development | product of the interaction of maturation and learning |
| prenatal | conception to birth |
| infancy | birth to 18 months |
| early childhood | 18 months to 6 years |
| middle childhood | 6 to 12 |
| adolescence | 12 to 20 |
| young adulthood | 20 to 45 |
| middle adulthood | 45 to 60 |
| late adulthood | 60 to death |
| epigenetic stage theory of human development | one in which stages are determined by an interaction of genetic and environmental influences |
| schemas | concept of mental structures which form the building blocks of understanding |
| behavioral, symbolic, operational | types of schemas |
| face schema | ability to recognize the human face |
| assimilation | new information is incorporated into existing schemas |
| accomodation | new information if fit; squeezed with other schemas |
| learning | process by which there is a change in behavior as a result of experience |
| maturity | process by which the genetic potentials are expressed |
| cognitive development | gradual orderly changes where mental processes become more complex and sophisticated |
| piaget | cognitive development theory |
| sensorimotor | 0-2, child learns through motor and reflex actions |
| object permanence | to know an object still exists even if it isnt within the senses |
| preoperational | 2-7, uses symbols to represent objects, egocentric, |
| egocentric | only sees from his own viewpoint, and assumes people see from his |
| concrete operational | 7-11, develops ability to think abstracty and make rational judgements about observable phenomena, can mentally manupulate information |
| formal operational | 11- up, no longer needs concrete objects for rational judgements, capable of hypothetical and deductive reasoning |
| vygotsky | sociocultural theory of cognitive development |
| sociocultural theory of cognitive development | the role of social and language in the child's development |
| zone of proximal development | children are likely to learn from others when there is only a small gap between what children are able to do on their own and what they could do with help from a skilled person |
| scaffolding | process where the amount of help and guidance given is tailored to the individual's responses |
| identification | unconscious process by which an individual takes on the characteristics of another person |
| sex roles | approves ways in which men and women are expected to behave |
| sex typing | aquisition of characteristics and behaviors that one's culture considers appropriate for male and females |
| sex role identity | degree which ine regards oneself as female/ male. |
| media, family, school | sex-linked behavior causes |
| kohlberg | theory of moral development |
| preconventional morality | level 1 |
| preconventional morality | child avoid punishment and attain satisfaction |
| stage 1 | punishment and obedience |
| stage 2 | instrumental exchange orientation |
| instrumental exchange orientation | actions are based largely on satisfying one's own personal needs; child will help if help is returned |
| conventional morality | children desire approval, actively support society and standards |
| conventional morality | level 2 |
| conventional morality | 10-13 |
| preconventional morality | 4-10 |
| stage 3 | children seek approval of others (good boy/girl mentality) |
| stage 4 | law and order mentality |
| post conventional morality | individual does not appeal to other people for moral decisionws; made by an enlightened conscience |
| post conventional morality | level 3 |
| post conventional morality | 13 - above |
| stage 5 | social contract orientation |
| social contract orientation | behavior recognizes the laws are arbitrary and changeable |
| stage 6 | universal ethics orientation |
| universal ethics orientation | morality is based on respect for others rather than personal desires |
| play | allows babies to practice motor, cognitive and social competencies and achive mastery |
| social development | development of human relationships |
| attachment | strong emotional bond which is formed with the caregiver in infancy and usually remains life long |
| signalling behavior | crying, cooing, babbling, smiling |
| approach behavoir | clinging, sucking, eye contact |
| interaction model | attachment is dependant of the babies responses |
| theory of attachment | attachment isnt dependant of the babies responses or those of the mother but each infulences another |
| seperation anxiety | when babies become very distressed at the absence of the caregiver |
| Protest, despair, detachment | stages of seperation |
| protest | anger, loud crying |
| despair | withdrawal, less crying |
| detachment | displays cheerful behavior but remains emotionally distant |
| secure attachment | child is distressed and play is reduces when parent is gone, seeks contact on parents return |
| avoidant attachment | child isnt distressed and play isnt reduced when parent is gone, doesnt care about parent's return |
| ambivalent | protests stongly on parents leave and seeks contact strongly on parent's return |
| authorative parents | set reasonable standards enforcing them firmly, no punishment, expect kid to conform, kid becomes self confident and gains self esteem |
| authoritarian parents | expect obedience, less communication, use punishmen. teenage offspring have poor grades not able to regulate behavior |
| permissive parents | make little attempt to regulate child's behavior, give few demands. child tends to be immature and do worse in school |
| uninvolved parents | neglectful, children show avoidant attachment and later show antisocial patterns of social relationships |
| basic trust vs. mistrust | infancy, feeding |
| autonomy vs. shame | early childhood 18-3, toilet training |
| initiative vs. guilt | early childhood 3-6, independance |
| industry vs. inferiority | middle childhood, school |
| identity vs. roleconfusion | adolescence, peer relationships |
| intimacy vs. isolation | early adulthood, love relationships |
| generativity vs. stagnation | middle adulthood, parenting |
| ego integrity vs. despair | late adulthood, life review |
| adolescence | period between childhood and adulthood |
| biological, legal, status | adulthood markers |
| erikson and levinson | proposed stage theories of lifespan |
| lenvinson | series of life transitions that reflect common patterns of changing family and work roles accross the life span |
| baltes | selective optimization with compensation (based on goal theory) |
| selection, optimization, compensation, loss based selection | fundamental processes by which individual's manage thier lives |
| selection | developing and commiting to a set of personal goals |
| optimization | effort, skills and resources the individual invests in achieving these goals |
| compensation | finding alternate means to achieving goals when previous means are no longer available |
| loss-based selection | further process of selection that reevaluates existing goels and identifies new ones |
| old age | time of physical and mental deterioration |
| gradual decline | theories of old age focused on cumming's and henry's theory |
| cumming and henry | disengagement theory |
| disengagement theory | retirement and other events such as death of a spouse will lead to restictions in life style |
| erikson | successful aging |
| hope | trust developed in childhood |
| will, purpose, competence | gained through childhood |
| fidelity | sense of identity and values gained in adolescence |
| love, care | intimacy and relationships in adulthood |
| wisdom | attaining ego integrity |
| ego integrity | enables to maintain positive sense of self |
| life review | to reflect on their accomplishments and to find a sense of meaning or purpose |
| depersonalization | being treated as an object not as a person |
| treachery | using deception to manipulate, forcing then to comply |
| disempowerment | not allowing the individual to use the abilities they retain |
| infantilization | teating and talking to them as if talking to a baby |
| intimidation | use of threats or physical power |
| stigmatization | treating the person as a diseased object |
Combine with other sets
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