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Lifespan Development > Lifespan Exam 1 > Flashcards

Lifespan Exam 1 Flashcards

1
Q

Development

A

Systematic changes in the individual occurring between conception and death

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2
Q

Emerging adulthood

A

Newly identified period of the lifespan extending from about age 18 to 25 or even later, when young people are neither adolescents nor adults and are exploring their identities, careers, and relationships

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3
Q

Culture

A

A system of meanings shared by a population of people and transmitted from one generation to the next

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4
Q

Age grade

A

Socially defined age group in society

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5
Q

Rite of passage

A

ritual that marks a person’s passage from one status to another

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6
Q

Age norms

A

Society’s expectations for people to act their age

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7
Q

Social clock

A

Sense of when things should be done according to age norms

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8
Q

Plasticity

A

Responsive to experiences and can develop in many ways

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9
Q

Theory

A

A set of concepts and propositions designed to organize, describe and explain a set of observations

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10
Q

Nature-nurture issue

A

Causes of development

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11
Q

Continuity–discontinuity issue

A

Slow or abrupt development

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12
Q

Bioecological Systems Theory

A

Money and Ehrhardt’s theory of gender role devleopment that focuses on how biological events influence the development of boys and girls and how early biological developments influence how society reacts to children

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13
Q

Microsystem

A

Immediate relationships and physical settings; affects the developing person through direct interaction

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14
Q

Mesosystem

A

Aspects of a larger organizational structure that a individual is not a direct part of

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15
Q

Exosystem

A

Community settings that more indirectly affect the developing child through their immediate environment

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16
Q

Macrosystem

A

Culture beliefs, and customs of a society that influences every other layer

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17
Q

Chronosystem

A

The influence of the historical moment we live in; the influence of time maturing us

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18
Q

Naturalistic observation

A

Research method in which the scientist observe people as they engage in common everyday activities in their natural habitats

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19
Q

Structured observation

A

Research method scientist creates special conditions designed to elicit the behavior of interests to achieve greater control over the conditions under which they gather behavioral data

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20
Q

Experiment

A

Research strategy in which the investigator manipulates or alters some aspect of a persons environment to measure its effect on a individuals behavior or development

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21
Q

Correlational method

A

Research technique that involves determining whether two or more variables are related. Can’t indicate that one thing caused another, but can suggest causal relationships exists or allow us to predict one characteristic from our knowledge of another

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22
Q

Conception

A

Genetic material of the sperm and egg unite to form a zygote

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23
Q

Genotype

A

Genetic makeup a person inherits

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24
Q

Phenotype

A

characteristics or traits the person eventually has

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25
Single gene-pair inheritance
Dominant: Gene that will be expressed when paired with recessive gene Recessive: Weaker gene that can be dominated
26
Sex-linked inheritance
Influenced by single genes located on sex chromosomes, most associated with recessive gene located on x chromosomes
27
Polygenic inheritance
Characteristics that are formed throughout interactions of multiple pairs of genes interacting with multiple environments. Number of genes involved increases so does the number of possibilities.
28
Mutation
Change in the structure or arrangement of one or more genes that produces a new phenotype
29
Heritability
Proportion of all the variability in the trait within a large sample of people that can be linked to genetic differences among those individuals
30
Shared environmental influences
Common expirences that work to make them similar
31
Non-shared environmental influences
Experiences unique to the individual, not shared by others in family
32
Diathesis-stress model
Psychological disorder results from an interaction of a person's predisposition or vulnerability to problems and the experience of stressful events
33
Differential susceptibility hypothesis
Some people's genes make them more reactive than other people to environmental influences, whether good or bad ones
34
Passive gene-environment correlation
Parents have homes that reflect their genotype/ interests/ preferences
35
Evocative gene-environment correlation
Our genetic traits evoke certain interactions in our environments
36
Active gene-environment correlation
We actively create or find experiences that influence our genetic trait
37
Infertility
Not being able to get pregnant after a year of trying
38
Germinal period
14 days from conception to implantation
39
Miscarriage
Loss of pregnancy before survival of the baby outside the womb is possible
40
Embryonic period
weeks 3-8
41
Placenta
Provides nourishment and oxygen from parent to embryo via umbilical cord
42
Fetal period
Weeks 9-38 major structures continue to form
43
Age of viability
Survival outside the uterus is possible if the brain and respiratory system are sufficiently developed
44
Fetal programming
Environmental events during pregnacy may alter the expected genetic unfolding of the embryo/fetus
45
Teratogen
Disease, drug or other harmful enviromental agents that can harm the fetus
46
Three stages of childbirth
Dilation of cervix, Delivery, Expulsion of placenta
47
Anoxia
Oxygen shortage
48
Apgar test
Quick and easy overall assessment of baby's immediate health after birth
49
Cesarean birth
Surgical procedure to the mothers abdomen and uterus so that the baby can be removed
50
Paid parental leave policy
12 weeks of unpaid leave under FMLA
51
Endocrine gland
52
Neuron
53
Synapse
54
Myelination
55
Synaptogenesis
56
Synaptic pruning
57
REM sleep
58
Reflex
59
Puberty
60
Obesity
61
Importance of exercise
62
Neurogenesis
63
Hippocampus
64
Dual process model of brain development
65
Prefrontal cortex
66
Limbic region
67
Menopause
68
sensation
69
Perception
70
Action
71
Gross motor skills
involve large muscles and whole body or limb movements
72
Fine motor skills
involve precise movements of the hands and fingers, feet, or toes
73
Selective attention
Deliberately concentrating on one thing while ignoring something else
74
Multitasking
Attending to and performing two or more tasks at the same time
75
Ulnar and pincer grasp
Holding objects by clamping them between the palm of the hand and fingers
76
Attention
Focusing perception and cognition on something in particular
77
Cognition
The activity of knowing and the processes through which knowledge is acquired and problems solved
78
Scheme
Models of how the world works and frameworks for organizing information
79
Organization
systematically combine existing schemes into new and more complex ones
80
Adaptation
process of adjusting to demands of environment through assimilation and accommodation
81
Assimilation
interpret new experiences in terms of existing scheme
82
Accommodation
adapting and modifying a schema in light of new experiences
83
Equilibrium
Piaget's theory the process of seeking a state of mental stability in which our thoughts are consistent with the information we receive from the external world
84
Zone of proximal development
Vygotsky's term for the difference between what a learner can accomplish independently and what a learner can accomplish with the guidance and encouragement of a more skilled partner
85
Scaffolding
Burner's term for providing structure to a less-skilled learner to encourage advancement
86
Object permanence
Understanding that objects continue to exist when out of sight, as revealed by retrieval of hidden objects
87
Primary circular reaction
Stumble onto a new expirneces using own body and repeat it
88
Secondary circular reaction
Stumble onto a new experience beyond own self and repeat it
89
Conservation
children know that one ball of clay rolled out like a hotdog is the same amount of clay that is in a ball
90
Decentration
Decentration: kids can focus on several aspects of a problem and relate them (the amount and shape of clay)
91
Reversibility
an object can be returned to its original state
92
Egocentrism
failure to distinguish viewpoints from their own, thinks everyone is the same
93
Class inclusion
The logical understanding the parts or subclasses are included in the whole class and that the whole is therefore greater than any of it's parts
94
Seriation
ability to order items along a quantitative dimension
95
Transitivity
The ability to recognize the necessary or logical relations among elements in a serial order
96
Hypothetical-deductive reasoning
A form of problem solving in which a person starts with general or abstract ideas and deduces or traces their specific implications the if then thinking
97
Imaginary audience
Believing others are and will be watching and judging one's behavior
98
Personal fable
Tendency to think that their thoughts and feelings are unique, that they are special or immortal
99
Postformal thinking
Integrates abstract reasoning with practical considerations
100
Relativistic thinking
Knowledge depends on context, awareness of diversity opinions, no absolute truths, but multiple truths in various contexts
101
Dialectical thinking
ability to look at opposing sides to a problem, explore the contradictions in sides and accept that the truth may be somewhere in between
102
Total brain death
Irreversible loss of functioning in the brain
103
Euthanasia (active and passive)
Assisting terminally ill people in dying more quickly Passive: Withholding life-sustaining treatment Active: Death is deliberately induced
104
Assisted suicide
Voluntary active euthanasia where terminally ill patients make concious decision they want ther life to end
105
Bereavement
State of loss
106
Grief
emotional response to loss
107
Mourning
Culturally patterned, ritualistic ways of displaying and expressing bereavement
108
Dual-process model of bereavement
Loss orientated: grief work, intrusion of grief, breaking bonds, denial and avoidance. Restoration orientated: attending to life changes doing new things distraction from grief, denial, and new roles, identity, and relationships.
109
Hospice
A program that supports dying persons and their family through a philosophy of caring rather than curing
110
Kubler-Ross stages of dying
Denial, anger, bargaining, depression, acceptance
111
Leading causes of death
Natural causes, cancer, suicide, heart disease
112
Non-functionality
Complete and final end of life-defining abilities
113
Irreversibility
Death cannot be undone
114
Inevitability
Death is universal; all living things will someday die
115
Biological causality
Death is caused by events/conditions that trigger natural processes, not bad behavior or wishes

Lifespan Development (1 decks)

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