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| a branch of psychology that studies physical, cognitive, and social change throughout the life span | ||
| controversy over relative contributions that genes and experience make to the development of psychological traits and behaviors | ||
| the perspective that development is gradual and continuous | ||
| the perspective that development proceeds in an uneven fashion ex:succession of changes that happen in stages | ||
| periods of life initiated by significant transitions or changes in physical or psychological functioning | ||
| the developmental period before birth | ||
| a fertilized egg | ||
| the developing human organism from 9 weeks after conception to birth | ||
| stage in prenatal development from 2 to 8 weeks | ||
| the organ interface between the embryo or fetus and the mother ex:separates bloodstreams, but allows the exchange of nutrients and waste products | ||
| agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm | ||
| the first 4 weeks after birth | ||
| in humans, the stage of life from birth to age two | ||
| The strong bond (social-emotional) a child forms with his or her primary caregiver. | ||
| evidence of critical period in some animals; they follow the first moving thing they see after hatching | ||
| stimulation and reassurance derived from the physical touch of a caregiver | ||
| the internally programmed growth of a child | ||
| the process of assimilating new ideas into an existing cognitive structure | ||
| in the theories of Jean Piaget: the modification of internal representations in order to accommodate a changing knowledge of reality | ||
| the first stage in Piaget's theory, during which the child relies heavily on innate motor responses to stimuli | ||
| the awareness that things continue to exist even when not perceived | ||
| the second stage in Piaget's theory, marked by well-developed mental representation and the use of language | ||
| In Piaget's theory, the preoperational child's difficulty taking another's point of view. | ||
| a preoperational mode of thought in which inanimate objects are imagined to have life and mental processes ex: they might think their stuffed animals are real | ||
| a preoperational thought pattern involving the inability to take into account more than one factor at a time | ||
| the third of Piaget's stages, when a child understands conversation but still is incapable of abstract thought | ||
| the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects | ||
| solving problems by manipulating images in one's mind | ||
| an awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own | ||
| individuals characteritc manner of behavior or reaction assumed to have a strong genetic basis | ||
| the difference between what a child can do with help and what a child can do without any help or guidance | ||
| in Erikson's theory, the developmental stages refer to the eight major challenges that appear successively across the lifespan | ||
| the time period between the beginning of puberty and adulthood | ||
| the period of sexual maturation, during which a person becomes capable of reproducing | ||
| the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible | ||
| Physical features that are associated with gender but that are not directly involved in reproduction. | ||
| in Piaget's theory, the stage of cognitive development during which people begin to think logically about abstract concepts | ||
| in Erikson's theory, a process of making a commitment beyond oneself ex:to family, work, or future generations | ||
| a progressive and irreversable brain disorder characterized by gradual deterioration of memory, reasoning, language, and finally physical functioning | ||
| choosing to restrict the number of one's social contacts to those who are most gratifying |
