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Psychology > Chapter 8 - Development Across The Lifespan > Flashcards

Chapter 8 - Development Across The Lifespan Flashcards

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1
Q

The scientific study of the changes that occur in people as they age from conception until death.

A

Human development

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2
Q

Research design in which one participant or group of participants is studied over a long period of time.

A

Longitudinal design

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3
Q

Research design in which several different participant age-groups are studied at one particular point in time.

A

Cross-sectional design

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4
Q

Research design in which participants are first studied by means of a cross-sectional design but are also followed and assessed longitudinally.

A

Cross-sequential design

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5
Q

The influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions.

A

Nature

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6
Q

The influence of the environment on personality, physical growth, intellectual growth, and social interactions.

A

Nurture

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7
Q

The science of inherited traits.

A

Genetics

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8
Q

Special molecule that contains the genetic material of the organism.

A

DNA

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9
Q

Section of DNA having the same arrangement of chemical elements.

A

Gene

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10
Q

Tightly wound strand of genetic material or DNA.

A

Chromosome

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11
Q

Referring to a gene that actively controls the expression of a trait.

A

Dominant

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12
Q

Referring to a gene that only influences the expression of a trait when paired with an identical gene.

A

Recessive

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13
Q

The female sex cell, or egg.

A

Ovum

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14
Q

The union of the ovum and sperm.

A

Fertilization

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15
Q

Cell resulting from the uniting of the ovum and sperm.

A

Zygote

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16
Q

Identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo.

A

Monozygotic twins

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17
Q

Often called fraternal twins, occurring when two individual eggs get fertilized by separate sperm, resulting in two zygotes in the uterus at the same time.

A

Dizygotic twins

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18
Q

First 2 weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining.

A

Germinal period

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19
Q

Name for the developing organism from 2 weeks to 8 weeks after fertilization.

A

Embryo

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20
Q

The period from 2 to 8 weeks after fertilization, during which the major organs and structures of the organism develop.

A

Embryonic period

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21
Q

Times during which certain environmental influences can have an impact on the development of the infant.

A

Critical periods

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22
Q

Any factor that can cause a birth defect.

A

Teratogen

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23
Q

The time from about 8 weeks after conception until the birth of the baby.

A

Fetal period

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24
Q

Name for the developing organism from 8 weeks after fertilization to the birth of the baby.

A

Fetus

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25
Q

The development of thinking, problem solving, and memory.

A

Cognitive development

26
Q

It is a mental concept formed through experiences with objects and events.

A

Scheme

27
Q

It is Piaget’s first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment.

A

Sensorimotor stage

28
Q

It is the process of understanding things in terms of schemes that children already possess.

A

Assimilation

29
Q

It is the process of altering or adjusting old schemes to fit new information and experiences.

A

Accommodation

30
Q

It is the knowledge that an object exists even when it is not in sight.

A

Object permanence

31
Q

It is Piaget’s second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world.

A

Preoperational stage

32
Q

It is the inability to see the world through anyone else’s eyes.

A

Egocentrism

33
Q

In Piaget’s theory, this is the tendency of a young child to focus only on one feature of an object while ignoring other relevant features.

A

Centration

34
Q

In Piaget’s theory, this is the ability to understand that simply changing the appearance of an object does not change the object’s nature.

A

Conservation

35
Q

In Piaget’s theory, this is the inability of the young child to mentally reverse an action.

A

Irreversibility

36
Q

Piaget’s third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking.

A

Concrete operations stage

37
Q

Piaget’s last stage of cognitive development, in which the adolescent becomes capable of abstract thinking.

A

Formal operations stage

38
Q

It is the process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable.

A

Scaffolding

39
Q

It is Vygotsky’s concept of the difference between what a child can do alone and what that child can do with the help of a teacher.

A

Zone of Proximal Development

40
Q

The behavioral characteristics that are fairly well established at birth, such as “easy,” “difficult,” and “slow to warm up.”

A

Temperament

41
Q

The emotional bond between an infant and the primary caregiver.

A

Attachment

42
Q

The behavior associated with being male or female.

A

Gender

43
Q

It is the perception of one’s gender and the behavior that is associated with that gender.

A

Gender Identity

44
Q

The period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult.

A

Adolescence

45
Q

The physical changes that occur in the body as sexual development reaches its peak.

A

Puberty

46
Q

It is the type of thought common to adolescents in which young people believe themselves to be unique and protected from harm.

A

Personal fable

47
Q

Type of thought common to adolescents in which young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are.

A

Imaginary audience

48
Q

First level of Kohlberg’s stages of moral development in which the child’s behavior is governed by the consequences of the behavior.

A

Preconventional morality

49
Q

Second level of Kohlberg’s stages of moral development in

which the child’s behavior is governed by conforming to the society’s norms of behavior.

A

Conventional morality

50
Q

Third level of Kohlberg’s stages of moral development in which the person’s behavior is governed by moral principles that have been decided on by the individual and that may be in dis- agreement with accepted social norms.

A

Postconventional morality

51
Q

Stage of personality development in which the ado- lescent must find a consistent sense of self.

A

Identity versus role confusion

52
Q

The cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability.

A

Menopause

53
Q

Gradual changes in the sex- ual hormones and reproductive system of
middle-aged males.

A

Andropause

54
Q

An emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self.

A

Intimacy

55
Q

Providing guidance to one’s children or the next generation, or contributing to the well-being of the next generation through career or volunteer work.

A

Generativity

56
Q

Style of parenting in which parent is rigid and overly strict, showing little warmth to the child.

A

Authoritarian parenting

57
Q

Style of parenting in which parent makes few, if any demands on a child’s behavior.

A

Permissive parenting

58
Q

Permissive parenting in which parents are uninvolved with child or child’s behavior.

A

Permissive neglectful

59
Q

Permissive parenting in which parents are so involved that children are allowed to behave without set limits.

A

Permissive indulgent

60
Q

Style of parenting in which parents combine warmth and affection with firm limits on a child’s behavior.

A

Authoritative parenting

61
Q

Sense of wholeness that comes from having lived a full life possessing the ability to let go of regrets; the final completion of the ego.

A

Ego integrity

62
Q

Theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby.

A

Activity theory

Psychology (5 decks)

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