Growing and Developing Flashcards
Development
the physiological, behavioral, cognitive, and social changes that occur throughout human life, which are guided by both genetic predispositions (nature) and by environmental influences (nurture).
infancy
the developmental stage that begins at birth and continues to one year of age
childhood
the period between infancy and the onset of puberty
adolescence
the years between the onset of puberty and the beginning of adulthood
adulthood
including emerging, early, middle, and older adulthood; and finally, the preparations for and eventual facing of death
zygote
a fertilized ovum
embryo
begins when zygote attaches to wall of uterus; lasts for 6 weeks
fetus
9 weeks after conception
teratogens
substances that can harm the fetus
air pollution and radiation, but also the cigarettes, alcohol, and drugs that the mother may use
survival reflexes
innate reflexes
Rooting reflex
baby turns head in direction of a cheek that is stroked - feeding is reflexive
Blink reflex
protects eyes from bright light
withdrawal reflex
pinprick in foot, baby flexes leg
Tonic neck reflex
laid on its back, it turns its head to one side and extends arm on same side - develops hand eye coordination
Grasp reflex
grasping objects placed in its hand - exploratory learning
Moro reflex
loud noise or drop in height while holding baby, baby extends arms and legs quickly and brings them back in - protects from falling
Stepping reflex
hold baby up and move it forward, it tries to step
Other innate things
preference for sweet tastes, smell of mother,
habituation/habituation procedure
the decreased responsiveness toward a stimulus after it has been presented numerous times in succession
indicates that babies learn and adapt to environment at early stage
Main founders of Developmental Psychology
Jean Piaget
Erik Erikson (Freudian)
Erik Erikson’s Theory
Children need to attain initiative, competence and independence, i.e., learn to explore the world, to become self-reliant, and to make their own way in the environment
Schemas
patterns of knowledge in long-term memory—that help them remember, organize, and respond to information
according to Piaget, these are used by children to learn and make sense of the world, reconciling schema when they learn new things
assimilation
children use already developed schemas to understand new information
Accommodation
learning new information, and thus changing the schema