Chapter 11: Development

Question 1

conception

Answer 1

a sperm and an egg unite to bring genetic material together and form one organism; the zygote (the fertilized cell)

Question 2

germinal stage

Answer 2

2 week period that begins at conception; brief lifetime of a zygote

Question 3

zygote

Answer 3

fertilized egg that contains chromosomes from both sperm and an egg, cell division

Question 4

Teratogens

Answer 4

substances such as viruses and chemicals that can damage the developing embryo/fetus

Question 5

Fetal Alcohol Spectrum disorder (FASD)

Answer 5

cognitive, behavioural and body/brain structure abnormalities caused by exposure to alcohol durning pregnancy

Question 6

tobacco smoke exposure

Answer 6

various chemicals found in tobacco smoke acts as teratogens

Question 7

reflexes

Answer 7

behaviours that are inborn and do not have to be learned

Question 8

maturation

Answer 8

biologically-driven growth and development enabling orderly (predictably sequential) changes behaviour (eg, people sit, then crawl, then walk)

Question 9

Jean Piaget (1896-1980)

Answer 9

early influential researcher of childhood cognitive development; believed that children think in fundamentally different ways than adults

Question 10

schema

Answer 10

mental framework used to hold and organize information about certain topic or category for understanding the world

Question 11

assimilation

Answer 11

applying an existing schema to a new information; categorizing cat as a ‘‘dog’’

Question 12

accommodation

Answer 12

updating and adding schemas; separating cats and dogs into separate schemas

Question 13

Piaget’s theory of cognitive development

Answer 13

development as progression through a series of age dependent age

Question 14

Piaget’s stages of cognitive development

Answer 14

• sensorimotor (birth-2yrs)
• pre-operational (2-6yrs)
• concrete operational (6-11yrs)
• formal operational (11 and up)

Question 15

sensorimotor stage

Answer 15

babies explore the world by looking, hearing, touching, mouthing, and grasping

Question 16

object permanence

Answer 16

knowing that objects exist even when they are out of sight

Question 17

pre-operational stage

Answer 17

children could form more sophisticated internal representations (schemas, words etc..) but were unable to perform mental operations on these representations

Question 18

Conservation

Answer 18

the ability to understand that a quantity is conserved (does not change) even when it is arrange in a different shape

Question 19

egocentric

Answer 19

not being able to understand that other people may perceive the world differently

Question 20

theory of mind

Answer 20

ability to understand that others have their own mental representations of the world

Question 21

autism spectrum disorders

Answer 21

difficulties in developing a theory of mind; mentally mirroring the thoughts and actions of others (mental blindness)

Question 22

concrete operational stage

Answer 22

children demonstrate an ability to perform mental operations for concrete concepts (not abstract)

Question 23

formal operational stage

Answer 23

children gain the ability to think abstractly; like adults they’re able to use symbols and create mental simulations of the world

Question 24

Lev Vygotsky

Answer 24

focused on how children learn in the context of social communication; people actively teach children about the world

Question 25

social development

Answer 25

infants develop stranger anxiety at around 8 months; early sign of child’s attachment to their caregiver

Question 26

imprinting

Answer 26

process that forms attachment shortly after birth

Question 27

Preconventional Morality (childhood):

Answer 27

Morality of an action is primarily determined by its consequences for the actor (avoid punishment or gain reward)

Question 28

Conventional Morality (adolescence):

Answer 28

Morality of an action is primarily determined by the extent to which it conforms to social rules

Question 29

Postconventional Morality (some adults):

Answer 29

An action’s morality is determined by a set of general principles that represent basic beliefs.

Question 30

Jonathan Haidt

Answer 30

believed moral decisions are often driven by moral intuition: quick, gut-feeling decisions

Question 31

Adolescence

Answer 31

the transition period from childhood to adulthood

Question 32

Puberty

Answer 32

the time of sexual maturation (becoming physically able to reproduce)

Question 33

Primary Sex Characteristics

Answer 33

development of reproductive organs and external genitalia

Question 34

Secondary Sex Characteristics:

Answer 34

non-reproductive sex linked traits

Question 35

Sex

Answer 35

a set of biological attributes and is primarily associated with physical and physiological features including genetics, hormone function, and sexual anatomy

Question 36

Gender

Answer 36

the socially constructed roles, behaviours,
expressions and identities of girls, women, boys, men, and gender diverse people

Question 37

Adulthood

Answer 37

Stage of development that begins around 18 to 21 years and ends at death