CHAPTER 1 lifespan perspective - the current normative history-graded changes -

view of developmentalists that changes that occur in most members of

HUMAN DEVELOPMENT AND important changes occur throughout a cohort as a result of factors at work
RESEACH METHODOLOGY the entire human lifespan and that during a specific, well-defined
human development - the scientific these changes must be interpreted in historical period
study of age-related changes in terms of the culture and context in nonnormative changes - changes that
behavior, thinking, emotion, and which they occur; thus,
result from unique, unshared events
personality interdisciplinary research is critical to
understanding human development critical period - a specific period in
Original Sin (Augustine Hippo) – All development when an organism is
humans are born with selfish nature physical domain - changes in the size,
shape, and characteristics of the body especially sensitive to the presence (or
Blank Slate (John Locke) – Tabula absence) of some particular kind of
Rasa and claimed that a child mind is a cognitive domain-changes in thinking, experience
blank slate memory, problem solving, and other
intellectual skills sensitive period a span of months or
Innate Goodness (Jean Rousseau) – years during which a child may be
All human beings are naturally good social domain change in variables that particularly responsive to specific
and seek out experiences that help are associated with the relationship of forms of experience or particularly
them grow an individual to others influenced by their absence

norms average - ages at which nature–nurture debate - the debate CHAPTER 2

developmental milestones are reached about the relative contributions of THEORIES OF DEVELOPMENT
biological processes and experiential
maturation the gradual unfolding of a factors to development psychoanalytic theories theories
genetically programmed sequential proposing that developmental change
pattern of change quantitative change - a change in
amount happens because of the influence of
norm-referenced tests standardized internaldrives and emotions on
tests that compare an individual child’s qualitative change - a change in kind behavior
score to the average score of others her or type id in Freud’s theory, the part of the
age stages - qualitatively distinct periods personality that comprises a person’s
● Plasticity: Individuals of all ages of development basic sexual and aggressive impulses;
possess the capacity for positive it contains the libido and motivates a
normative age-graded changes person to seek pleasure and avoid pain
change in response to environmental -changes that are common to every
demands. member of a species ego according to Freud, the thinking
● Interdisciplinary research: elementof personality
social clock - a set of age norms
Research from different kinds of defining a sequence of life experiences superego Freud’s term for the part of
disciplinary perspectives (e.g., that is considered normal in a given personality that is the moral judge
anthropology, economics, psychology) culture and that all individuals in that
is needed to fully understand lifespan culture are expected to follow psychosexual stages Freud’s five
development. stages of personality development
ageism - prejudicial attitudes about through which children move in a
● Multicontextual nature of older adults that characterizes them in fixed sequence determined by
development: Individual development negative ways maturation; the libido is centered in a
occurs within several interrelated different body part in each stage
contexts (e.g., family, neighborhood,
culture).
Psychoanalytic Theory – operant conditioning learning to Scaffolding – Learning of a new
Developmental changes happens repeat or stop behaviors because of cognitive skills is guided by an adult,
because of the influence of internal their consequences structure the child’s learning
drives and emotions on behavior experience.
reinforcement anything that follows a
Oedipus – Male behavior and causes it to be repeated Zone of Proximal Development-
Creating an appropriate scaffold must
Electra - Female punishment anything that follows a gain and keep the childs attention
behavior and causes it to stop model, adapt the whole process to the
5 Psychosexual Theory
extinction the gradual elimination of a child’s developmental level
1. Oral behavior through repeated neo-Piagetian theory an approach that
2. Anal nonreinforcement
3. Phallic uses information-processing principles
4. Latency observational learning, or modeling to explain the developmental stages
5. Genital learning that results from seeing a identified by Piaget
model reinforced or punished for a Moral Development (Lawrence
psychosocial stages - Erikson’s eight behavior
stages, or crises, of personality Kohlberg) – Focusing on moral
development in which inner instincts cognitive theories - theories that reasoning, sense right or wrong
interact with outer cultural and social emphasize mental processes in determined by cognitive development.
demands to shape personality development, such as logic and
memory
Ericksom’s Psychosocial Theory- CHAPTER 3
Eight stages inner instinct interact with scheme in Piaget’s theory, an internal
other cultural and social demands to cognitive structure that provides an DEVELOPMENT FROM
shape personality. individualwith a procedure to use in a CONCEPTION TO BIRTH
specific circumstance
8 types of Psychosocial Theory chromosomes strings of genetic
assimilation the process of using a material in the nuclei of cells
1. Trust vs Mistrust scheme to make sense of an event or
2. Autonomy vs Shame &Doubt experience gametes cells that unite at conception
3. Initiative vs Guilt (ova in females; sperm in males)
4. Industry vs Inferiority accommodation changing a scheme as
5. Identity vs Role Confusion a result of some new information zygote a single cell created when
6. Intimacy vs Isolation sperm and ovum unite
7. Generativity vs Stagnation equilibration the process of balancing
assimilation and accommodation to deoxyribonucleic acid (DNA)
8. Integrity vs Despair chemical material that makes up
create schemes that fit the environment
behaviorism the view that defines chromosomes and genes
development in terms of behavior sociocultural theory Vygotsky’s view genes pieces of genetic material that
changes caused by environmental that complex forms of thinking have
influences their origins in social interactions control or influence traits
rather than in an individual’s private
learning theories theories asserting explorations genotype the unique genetic blueprint
that development results from an of each individual
accumulation of experiences information-processing theory - a
theoretical perspective that uses the phenotype an individual’s particular
classical conditioning learning that computer as a model to explain how set of observed characteristics
results from the association of stimuli the mind manages information dominant–recessive pattern a
pattern of inheritance in which a single
dominant gene influences a person’s proximodistal pattern growth that neonate term for babies between birth
phenotype but two recessive genes are pro-ceeds from the middle of the body and 1 month of age
necessary to produce an associated outward
trait CHAPTER 4
germinal stage the first stage of
Homozygous- 2 dominant or two prenatal development, beginning at INFANCY – THE PROCESS OF
recessive genes conception and ending at implantation SKILLS DEVELOPMENT
(approximately 2 weeks) Synapses connections between
Heterozygous- 1 dominant and 1
recessive gene implantation attachment of the neurons
blastocyst to the uterine wall Synaptogenesis the process of synapse
Polygenic Inheritance – Pattern of
inheritance in which many genes placenta a specialized organ that development
influence a trait allows substances to be transferred pruning the process of eliminating
from mother to embryo and from unused synapses connections between
Multifactorial Inheritance – Affected embryo to mother, without their blood
by both genes and environment neurons
mixing
Genomic imprinting – Chemical label umbilical cord an organ that connects plasticity the ability of the brain to
identifies each gene in a person’s body the embryo to the placenta change in response to experience
come from his mother or father myelinization (myelination) a
amnion a fluid-filled sac in which the process in neuronal development in
Mitochondria Inheritance – Inherit fetus floats until just before it is born
genes that are carried in structure which sheaths made of a substance
called mitochondria that can be also embryonic stage - the second stage of called myelin gradually cover
found in the nucleus of the mother pre-natal development, from week 2 individual axons and electrically
through week 8, during which the insulate them from one another to
Autosomal Disorder – Genes located embryo’s organsy stems form improve the conductivity of the nerve
on the autosomes
neurons specialized cells of the Sense of Hearing (Auditory Aquity)
Chromosomal error/ anomaly – nervous system – How well we can see details
Occur when a child has to many or too
few chromosomes organogenesis the process of organ Motor Developments

Trisomy 21 / Down Syndrome – The development reticular formation the part of the
child has three copies of chromosomes brain that regulates attention
21 fetal stage the third stage of prenatal
development, from week 9 to birth, Reflex
Klinefelter’s Syndrome (xxy during which growth and organ adaptive reflexes reflexes, such as
pattern) – Affected boys who have refinement take place sucking, that help newborns survive
underdeveloped testes or low sperm
count. viability the ability of the fetus to primitive reflexes reflexes, controlled
survive outside the womb by “primitive” parts of the brain, that
Turner’s Syndrome (x pattern) – disappear during the first year of life
Anatomically females but show cell body the part of a neuron that
stunted growth, higher risk of contains the nucleus and is the site of Rooting Reflex – Cheek is touched or
malformation of internal organs.. heart vital cell functions stroked, head like looking for breast or
or kidney anoxia oxygen deprivation bottle to feed

cephalocaudal pattern growth that experienced by a fetus during labor Sucking Reflex – For nursing or bottle
pro-ceeds from the head downward and/or delivery feeding
Grasping Reflex – Will grasp your A-not-B error substage 4 infants’ attachment theory the view that
finger when you place it to their palm tendency to look for an object in the infants are biologically predisposed to
place where it was last seen (position form emotional bonds with caregivers
Moro / Startle – Infants startles when A) rather than in the place to which and that the characteristics of those
hears a loud noises they have seen a researcher move it bonds shape later social and
Babinski Reflex – Curls foot when it (position B) personality development
is stroked deferred imitation imitation that attachment the emotional tie to a
Gross Motor Skills – Infants crawl occurs in the absence of the model parent experienced by an infant, from
using body who first demonstrated it which the child derives security

Fine Motor Skills – Used of hands language acquisition device (LAD) synchrony a mutual, interlocking
an innate language processor, pattern of attachment behaviors shared
Physical Maturity – Remarkable rate theorized by Chomsky, that contains by a parent and child
of growth the basic grammatical structure of all
secure attachment a pattern of
Dynamic System Theory – Motor human language attachment in which an infant readily
development distinct skills organized n infant-directed speech (IDS) the separates from the parent, seeks
recognized of a specific needs simplified, higher-pitched speech that proximity when stressed, and uses the
infant mortality death within the first adults use with infants and young parent as a safe base for exploration
year of life children
insecure/avoidant attachment a
CHAPTER 5 Perception – Process of your brain pattern of attachment in which an
received select and modify organized infant avoids contact with the parent
INFANCY – LEARNING AND incoming nerve impulses. Result in and shows no preference for the parent
COGNITIVE CHANGES Physical stimulation over other people
sensorimotor stage Piaget’s first stage Depth Perception - 2 D /3D insecure/ambivalent attachment a
of development, in which infants use pattern of attachment in which the
information from their senses and Visual Cliff – To study depth infant hows little exploratory behavior,
motoractions to learn about the world perception of an infant is greatly upset when separated from
the mother, and is not reassured by her
primary circular reactions Piaget’s How babies Inferdepth
return or efforts to comfort him
phrase to describe a baby’s simple 1. Arctic Cues – Motion to
repetitive actions in substage 2 of the estimate depth insecure/disorganized attachment a
sensorimotor stage, organized around 2. Visual expansion - Greater pattern of attachment in which an
the baby’s own body proportion of our retina infant seems confused or apprehensive
secondary circular reactions 3. Motion Parallax – When a and shows contradictory behavior,
repetitive actions in substage 3 of the nearby moving objects move such as moving toward the mother
sensorimotor period, oriented around across of visual fields faster in while looking away from her
external objects means–end behavior a distance CHAPTER 7
purposeful behavior carried out in 4. Retinal Disparity – Developed
pursuit of a specific goal 4 months EARLY CHILDHOOD – PHYSICAL
AND COGNITIVE CHANGES
object permanence the understanding CHAPTER 6
that objects continue to exist when INFANCY – SOCIAL AND corpus callosum the membrane that
they can’t be seen PERSONALITY connects the right and left hemispheres
DEVELOPMENT of the cerebral cortex
lateralization the process through operational efficiency a neo- person perception the ability to
which brain functions are divided Piagetian term that refers to the classify others according to categories
between the two hemispheres of the maximum number of schemes that can such as age, gender, and race
cerebral cortex be processed in working memory at
one time gender schema theory an
hippocampus a brain structure that is information-processing approach to
important in learning metamemory knowledge about how gender concept development, asserting
memory works and the ability to that people use a schema for each
handedness a strong preference for control and reflect on one’s own gender to process information about
using one hand or the other that memory function themselves and others
developed between 3 and 5 years of
age metacognition knowledge about how permissive parenting style a style of
the mind thinks and the ability to parenting that is high in nurturance and
Ambidextrous – Both R and L control and reflect on one’s own low in maturity demands, control, and
preoperational stage Piaget’s second thought processes communication
stage of cognitive development, during fast-mapping the ability to authoritarian parenting style a style
which children become proficient in categorically link new words to real- of parenting that is low in nurturance
the use of symbols in thinking and world referents and
communicating but still have difficulty
thinking logically grammar explosion the period during communication, but high in control
when the grammatical features of and maturity demands
egocentrism a young child’s belief children’s speech become more similar
that everyone sees and experiences the to those of adult speech authoritative parenting style a style
world the way she does of parenting that is high in nurturance,
overregularization attachment of maturity demands, control, and
centration a young child’s tendency regular inflections to irregular words, communication
to think of the world in terms of one such as the substitution of “goed” for
variable at a time “went” uninvolved parenting style a style of
parenting that is low in nurturance,
conservation the understanding that phonological awareness children’s maturity demands, control, and
matter can change in appearance understanding of the sound patterns of communication
without changing in quantity the language they are acquiring
social skills a set of behaviors that
theory of mind a set of ideas invented spelling a strategy young usually lead to being accepted as a
constructed by a child or an adult to children with good phonological play partner or friend by peers
explain other people’s ideas, beliefs, awareness skills use when they write
desires, and behavior aggression behavior intended to harm
CHAPTER 8 another person or an object
false-belief principle an
understanding that enables a child to EARLY CHILDHOOD – SOCIAL instrumental aggression aggression
look at a situation from another AND PERSONALITY used to gain or damage an object
person’s point of view and determine DEVELOPMENT
what kind of information will cause hostile aggression aggression used to
that person to have a false belief social-cognitive theory a theoretical hurt another person or gain an
perspective which asserts that social advantage
short-term storage space (STSS) and personality development in early
neo-Piagetian theorist Robbie Case’s childhood is related to improvements prosocial behavior behavior intended
term for the working memory in the cognitive domain to help another person
CHAPTER 9
 MIDDLE CHILDHOOD – spatial cognition the ability to infer reversibility the understanding that
PHYSICAL AND COGNITIVE rules from and make predictions about both physical actions and mental
CHANGES the movement of objects in space operations can be reversed
6 to 12 years old traumatic brain injury (TBI) an inductive logic a type of reasoning in
injury to the head that results in which general principles are inferred
Development diminished brain function such as a from specific experiences
 General growth loss of consciousness, confusion, or
drowsiness deductive logic a type of reasoning,
 Large muscle coordination based on hypothetical premises, that
 Fine motor control asthma a chronic lung disease, requires predicting a specific outcome
 Eye hand coordination characterized by sudden, potentially from a general classi
improvement fatal attacks of breathing difficulty
processing efficiency the ability to
Differences excessive weight gain a pattern in make efficient use of short-term
Girls which children gain more weight in a memory capacity
year than is appropriate for their age
 Faster in overall growth automaticity the ability to recall
and height
 More fat and less information from long-term memory
muscle BMI-for-age comparison of an without using short-term memory
 Better Coordination individual child’s BMI against capacity
established norms for his or her age
Boys – Faster and stronger group and sex executive processes information-
processing skills that involve devising
6 to 8 years – Increases in the sensory obese a child whose BMI-for-age is at and
and motor cortex or above the 95th percentile
carrying out strategies for
10 to 12 years – Frontal lobe and severely obese a child whose BMI- remembering and solving problems
cerebral cortex and synapses for-age is at or above the 99th
percentile memory strategies learned methods
 Myelination continuation for remembering information
 Frontal lobe reticular formation overweight a child whose BMI-for-
link – attention age is between the 85th and 95th systematic and explicit phonics
 Association Area neurons percentiles planned, specific instruction in sound–
letter correspondences
selective attention the ability to focus concrete operational stage Piaget’s
cognitive activity on the important third balanced approach reading
elements of a problem or situation instruction that combines explicit
stage of cognitive development, during phonics instruction with other
association areas parts of the brain strategies for helping children acquire
where sensory, motor, and intellectual which children construct schemes that literacy
functions are linked enable them to think logically about analytical style a tendency to focus
spatial perception the ability to objects on the details of a task
identify and act on relationships and events in the real world
between objects in space relational style a tendency to ignore
decentration thinking that takes the details of a task in order to focus
relative right–left orientation the multiple variables into account on the “big picture”
ability to identify right and left from
multiple perspectives learning disability a disorder in which
a child has difficulty mastering a
specific academic skill, even though
she possesses normal intelligence and bullying a complex form of health improve—for example, the
no physical or sensory disabilities aggression inwhich a bully routinely decline in average age of menarche
aggresses against one or more habitual and the increase in average height for
dyslexia problems in reading or the victims both children and adults that happened
inability to read between the mid-18th and mid-19th
social status an individual child’s centuries in Western countries
inclusive education general term for classification as popular, rejected, or
education programs in which children neglected transgendered a person whose
with disabilities are taught in psychological gender is the opposite of
classrooms with nondisabled children. conduct disorder a psychological his or her biological sex
disorder in which children’s social
attention-deficit/hyperactivity and/or academic functioning is formal operational stage the fourth
disorder (ADHD) a mental disorder impaired by patterns of antisocial of Piaget’s stages, during which
that causes children to have difficulty behavior that include bullying, adolescents learn to reason logically
attending to and completing tasks destruction of property, theft, about abstract concepts
CHAPTER 10 deceitfulness, and/or violations of
social rules systematic problem solving the
MIDDLE CHILDHOOD – SOCIAL process of finding a solution to a
AND PERSONALITY CHAPTER 11 problem by testing single factors
DEVELOPMENT ADOLESCENCE – PHYSICAL AND hypothetico-deductive reasoning the
self-esteem a global evaluation of COGNITIVE CHANGES ability to derive conclusions from
one’s own worth hypothetical premises
adolescence the transitional period
moral realism stage the first of between childhood and adulthood personal fable the belief that the
Piaget’s stages of moral development, prefrontal cortex (PFC) the part of events of one’s life are controlled by a
in which children believe rules are the frontal lobe that is just behind the mentally constructed autobiography
inflexible forehead and is responsible for imaginary audience an internalized
moral relativism stage the second of executive processing set of behavioral standards usually
derived from a teenager’s peer group
Piaget’s stages of moral development, puberty collective term for the
in which children understand that physical
many rules can be changed through changes which culminate in sexual task goals goals based on a desire for
social agreement maturityprimary sex characteristics self-improvement
self-regulation children’s ability to the sex organs: ovaries, uterus, and ability goals goals based on a desire
conform to parental standards of vagina in the female; testes and penis to be superior to others
behavior without direct supervision in the male
pituitary gland gland that triggers CHAPTER 12
relational aggression aggression
aimed at damaging another person’s other glands to release hormones ADOLESCENCE – SOCIAL AND
self-esteem or peer relationships, such
secondary sex characteristics body PERSONALITY DEVELOPMENT
as by ostracism or threats of ostracism,
parts such as breasts in females and identity an understanding of one’s
cruel gossip, or facial expressions of
pubic hair in both sexes
disdain unique characteristics and how they
menarche the beginning of menstrual have been, are, and will be manifested
retaliatory aggression aggression to cycles across ages, situations, and social roles
get back at someone who has hurt you
secular trend a change that occurs in identity versus role confusion in
developing nations when nutrition and Erikson’s theory, the stage during
which adolescents attain a sense of based on an integration of individual
who they are rights and the needs of society
identity crisis Erikson’s term for the role-taking the ability to look at a
psychological state of emotional situation from another person’s
turmoil that arises when an perspective
adolescent’s sense of self becomes
“unglued” so that a new, more mature cyberbullying a form of aggression in
sense of self can be achieved which electronic communications are
used to intentionally inflict harm on
identity achievement in Marcia’s others
theory, the identity status achieved by
a person who has been through a crisis delinquency antisocial behavior that
and reached a Commitment to includes law-breaking
ideological or occupational goals clique four to six young people who
moratorium in Marcia’s theory, the appear to be strongly attached to one
identity status of a person who is in a another
crisis but has made no commitment
foreclosure in Marcia’s theory, the
identity status of a person who has
made a commitment without having
gone through a crisis; the person has
simply accepted a parentally or
culturally defined commitment
identity diffusion in Marcia’s theory,
the identity status of a person who is
not in the midst of a crisis and who has
made no commitment
ethnic identity a sense of belonging
to an ethnic group
preconventional morality in
Kohlberg’s theory, the level of moral
reasoning in which judgments are
based on authorities outside the self
conventional morality in Kohlberg’s
theory, the level of moral reasoning in
which judgments are based on rules or
norms of a group to which the person
belongs
postconventional morality in
Kohlberg’s theory, the level of moral
reasoning in which judgments are