Exam 1 Flashcards
definition of lifespan development
tracing physical, social, emotional, spiritual, and cognitive development from birth to death
psychosocial theory of development
needs of the individual vs. conflicting needs of society
stage from infancy-1 year where infants develop a basic sense of trust; stage 1
trust vs mistrust
stage in which a toddler learns to exercise will and to do things independently; failure to do so causes shame and doubt
autonomy vs shame/doubt
third stage in which the child finds independence in planning, playing and other activities
initiative vs guilt
stage between 6 and 11 years, when the child learns to be productive
industry vs inferiority
stage during which teenagers and young adults search for and become their true selves
identity vs role confusion
number of years since birth
chronological age
state of the body and how it looks on the inside
biological age
how old I think I am and how old I act
psychological age
expectations for certain ages and accomplishments
social age
development is
lifelong, multidimensional, multidirectional, plastic, and multicontextual
hypothesis
a specific assumption or prediction that can be tested to determine its accuracy
choas
anything that’s not a pattern
freud
behavior is primarily unconscious; colored by emotions; a surface characteristic with a symbolic meaning; and shaped by early experiences
ego
the largely conscious “executive” part of the personality that referees between the superego and the id
superego
the part of the brain that stores all the rules. if not satisfied immediately, will cause a breakdown
defense mechanisms
the ego’s way of tricking the id and the superego into thinking they are both being satisfied
id
the part of the brain that seeks immediate pleasure in all circumstances
erik erikson
father of developmental theory; psychosocial theory of development
intimacy vs isolation
stage in which individuals form deeply person relationships, marry, begin families
generativity vs stagnation
stage in which middle-aged people being to devote themselves more to fulfilling one’s potential and doing public service
integrity vs despair
final stage in which those near the end of life look back and evaluate their lives
genotype
complete set of genetic traits
phenotype
expression of traits
range of reaction
genes set the boundaries within which we can operate, and our environment interacts with the genes to determine where in that range we will fall
passive correlation
child has no control over its environment
evocative correlation
children evoke responses that are influenced by the child’s heredity, and these responses strengthen the child’s original style
active correlation
children actively seek environments that fit with their genetic tendencies
cephalocaudal growth
head to toe growth
proximodistal growth
center to extremities growth
temperament
a person’s characteristic emotional reactivity and intensity
emotionality
strength of emotional response
activity
tempo and vigor of physical activity
sociability
preference for being with others
goodness of fit
the match between a child’s temperament and the environmental demands the child must cope with
we are born with
basic emotions and basic reflexes
schema
a concept of framework that organizes and interprets information
assimilation
interpreting our new experiences in terms of our existing schemas
accomodation
adapting our current understandings (schemas) to incorporate new information
sensorimotor thinking
age range: infancy (birth-2)
basic idea: infants begin coordinating sensory thinking and motor reactions
primary circular reactions
sensation > schema
secondary circular reactions
intentional repetition
coordination of secondary circular reactions
intentional combination of schemas
tertiary circular reactions
trial and error experiments
using symbols
language
proximity & contact seeking
reaching, approaching, calling; secure attachment
contact maintaining
touching, snuggling, holding
avoidance of proximity & contact
unsecure attachment
resistance to contact & comforting
unsecure, inconsistent attachment
self-awareness
3 months; I am separate from my environment
self-recognition
I can identify myself in the mirror
categorical self
i am in a certain category (gender & age)
self-concept
i can describe myself and begin to develop an idea of who I am (thoughts, feelings, characteristics)
self-regulation and self-control
child learns emotional competence and how to delay gratification in phases
zygote
fertilized egg; contains 46 chromosomes
stage 1 of l&d
dilation and effacement
stage 2 of l&d
head moves through birth canal and emerges from mother’s body
stage 3 of l&d
placenta delivery
