Chapter 8 - Human Development Flashcards
pattern of continuity and change in human characteristics that occurs throughout the course of life
- ex., physical abilities may decline with age
Development
a research design in which a group of people is assessed on a psychological variable at one point
Cross-Sectional Designs
obtaining measures of the variables of interest in multiple waves over time
- used by correlational research
Longitudinal Study
person’s biological inheritances
Nature
person’s environmental and social experiences
Nurture
person’s ability to recover from or adapt to difficult times
Resilience
associated with childhood, adolescence, and phases of adulthood
Physical Development
prenatal development and teratogens
Physical Development
time of astonishing change
- conception occurs when a single sperm cell merges with the egg to produce a zygote, a single cell with an array of 46 chromosomes, 23 from each biological parent
Prenatal Development
within prenatal development…
- weeks 1-2
- fertilized egg is called a zygote
Germinal Period
within prenatal development…
- weeks 3-8
- zygote has become an embryo
Embryonic Period
within prenatal development…
- months 2-9
Fetal Period
any agent that causes a problem in prenatal development
- ex., chemical substances ingested by pregnant women like nicotine or alcohol
Teratogens
how thought, intelligence, and language processes change as people mature
Cognitive Development
piaget’s theory of…
Cognitive Development
said that human beings use schemas to make sense of their experience
- mental concept or framework that organizes information and provides a structure for interpreting it
Piaget’s Theory of Cognitive Development
assimilation and accomodation
Piaget’s Theory of Cognitive Development
individuals incorporation of new information into existing knowledge
Assimilation
individuals adjustment of their schemas to new information
Accommodation
sensorimotor, preoperational, concrete operational, formal operational
Stages of Cognitive Development
- birth - 2 years
- infants construct an understanding of the world by coordinating sensory experiences (seeing, hearing) with motor (physical) actions
Sensorimotor Stage
piaget’s term for the critical accomplishment of understanding that objects and events continue to exist even when they cannot directly be seen, heard, or touched
Object Permanence
- 2 -7 years
- thought is more symbolic than sensorimotor thought (children begin to represent their world with words, images, and drawings)
Preoperational Stage
- 7 - 11 years
- individuals use operations and replaces intuitive with logical reasoning in concrete situations
Concrete Operational Stage
- 11 - 15 years
- thinking about things that are not concrete, making predictions, and using logic to come up with hypothesis about the future
Formal Operational Stage
higher-order, complex cognitive processes (thinking, planning, and problem solving)
Executive Function
changes in persons social relationships. emotional life, and personality
Socioemotional Development
temperament, infant attachment, secure attachment
Socioemotional Development
individuals behavior style and characteristic way of responding
Tempersment
close emotional bond between an infant and it’s caregiver
Infant Attachment
the way infants use their caregivers (mothers) as a secure base from which to explore the environment
Secure Attachment
erikon’s theory of…
Socioemotional Development
meant to emphasized how a person’s psychological life is embeded in and shaped by social relationships/challenges faced by the person developing person using 8 psychosocial stages of development from infant to childhood
Erikon’s Theory of Socioemotional Development
trust v. mindset, autonomy v. shame and guilt, initiative v. guilt, industry v. inferiority, identity v. identity confusion, intimacy v. isolation, generactivity v. stagnation
Erikon’s Theory of Socioemotional Development
- birth - 1.5 years
- establishing trust in the social world, infants depend on caregiver to establish a sense that the world is a predictable and friendly place
Trust v. Mistrust
- 1.5 - 3 years
- experiencing the beginnings of self control (kids saying “no”)
Autonomy v. Shame and Guilt
- 3 - 5 years
- experience what it is life to forge their own interests and friendships and to take on responsibilities
Initiative v. Guilt
- 6 years - puberty
- children gain competence in academic skills
Industry v. Inferiority
10 - 20 years
Identity v. Identity Confusion
early adulthood 20’s, 30’s
Intimacy v. Isolation
middle adulthood
Generactivity v. Stagnation
authoritarian, authoritative, neglectful, permissive
Baumrid’s Four Basic Parenting Styles
restrictive, punitive parenting style in which the parent exhorts the child to follow the parent’s directions and to value hard work and effort
- “you do it my way or else”
Authoritarian Parenting
parenting style that encourages the child to be independent but that still places limits and controls on behaviors
- “you know you should not have done that; let’s talk about how you can handle the situation better next time”
Authoritative Parenting
characterized by a lack of parental involvement in the child’s life
Neglectful Parenting
characterized by the placement of few limits on the child’s behavior
Permissive Parenting
transitional period from adolescence to adulthood (18-25 years of age)
Emerging Adulthood
social and psychological aspects of being male, female, both, or neither
Gender
person’s inner concept of themselves in relation to the ideas of being male, female, both, or neither
Gender Identity
direction of an individuals erotic interests, today viewed as a continuum from exclusive male-female relations to exclusive same-gender relations
Sexual Orientation
roles that reflect that society’s expectations for how people of different genders should think, act, and feel
Gender Role
the idea that people of different genders are much more similar than they are different
Gender Similarities Hypothesis
preconventional, conventional, postconventional
Kohlberg’s Theory of Moral Reasoning
person’s moral reasoning is based primarily on the consequences of a behavior and on punishments/rewards from the external world
Preconventional Morality
person abides by standards learned from parents or society’s laws
Conventional Morality
person recognizes alternative moral courses, explores the options, and then develops an increasingly personal moral code
Postconventional Morality
behavior that is intended to benefit other people
Prosocial Behavior
