Chapters 1-3 Flashcards
Continuous change
development that is gradual, with achievements at one level building on those of previous levels
discontinuous change
occurring in distinct stages, each stage of change brings about behavior that is assumed to be qualitative different from behavior at earlier stages
critical period
A specific time during development when a particular event has it’s greatest consequences and the presence of certain kinds of environmental stimuli is necessary for development to proceed normally
sensitive period
a point in development when organisms are particularly susceptible to certain kinds of stimuli in their environment, but the absence of those stimuli does not always produce irreversible consequences
nature
refers to traits, abilities, and capacities that are inherited from one’s parents
nurture
refers to the environment influences that shape behavior
psychodynamic approach
the approach stating that behavior is motivated by inner forces, memories, and conflicts, that are generally beyond people’s awareness and control
Psychoanalytic theory
the theory that suggests that unconscious forces act to determine personality and behavior
Sigmund Freud
who proposed the psychoanalytic theory
Psychosexual development
according to freud, a series of stages that children pass through in which pleasure, or gratification, focuses on a particular biological function and body part
Psychosocial development
the approach that encompasses changes in our interactions with and understanding of one another, as well as in your knowledge and understanding of ourselves as members of society
Behavioral perspective
the approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment
classical conditioning
a type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response
operant conditioning
a form of learning inn which a voluntary response is strengthened or weakened by its association with positive or negative consequences
social-cognitive learning
learning by observing the behavior of another person called a model
cognitive perspective
the approach that focuses on the processes that allow people to know, understand, and think about the world
Humanistic perspective
the theory contending that people have a natural capacity to make decisions about their lives and control their behavior
contextual perspective
the theory that considers the relationship between individuals and their physical, cognitive, personality, and social worlds
The microsystem
the everyday, immediate environment in which lead their daily lives
the mesosystem
connects the various aspects of the microsystem
the ecosystem
social settings, social events or services that indirectly affect children
the macrosystem
represents the larger cultural influences on an individual
the chronosystem
underlies each of the other systems and involves the way the passage of time, including historical events and more gradual historic changes affect children’s development
sociocultural theory
the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture
