Developmental Psychology
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Developmental Psychology - Marcador
Developmental Psychology - Detalles
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| 🇬🇧 | 🇬🇧 |
| Goal in which scientists make educated guesses about what might happen in the future to behavior. | Predict |
| Goal in which scientists use the knowledge of causes of behavior to change or control behavior. | Intervene |
| Growth of the body and brain and change or stability in sensory capacities, motor skills, and health. | Physical development |
| Change or stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. | Cognitive development |
| Change and stability in emotions, personality, and social relationships. | Psychosocial development: |
| Concept about the nature of reality, based on societally shared perceptions or assumptions. | Social construction |
| Differences in characteristics, influences, or developmental outcomes. | Individual differences |
| The influence of heredity on development | Inherited characteristics |
| The influence of environment on development | Environmental factors |
| Kinship and household unit made up of one or two parents and their natural, adopted, or stepchildren | Nuclear family |
| Kinship network of parents, children, and other relatives, sometimes living together in an extended-family household. | Extended family |
| Combination of economic and social factors describing an individual or family, including income, education, and occupation. | Socioeconomic status (SES) |
| Event or influence that is highly similar for people in a particular age group- includes biological (puberty, menopause) and social (marriage, retirement) events. | Normative age-graded influences |
| A group of people strongly influenced by a major historical event during their formative period. | Historical generation |
| The readiness of an organism's nervous system to acquire certain information | Predisposition toward learning |
| Specific time when a given event, or its absence, has the greatest impact on development. | Critical period |
| Range of modifiability of performance. | Plasticity |
| Times in development when a person is particularly open to certain kinds of experiences. | Sensitive periods |
| What psychology theory issue focuses on genetic or hereditary influences and experiential or environmental influences determine the kind of person you are? | Nature-Nurture issue |
| Promoting the idea that individuals are creators | Organismic (active) |
| "People are simply reactive to their environments; passive observers" | Mechanistic (reactive) |
| Changes in number or amount, such as the frequency with which a response is made. | Quantitative Change |
| Each person's genetic make-up determines the environment he or she seeks and has | Gene-Environment Correlations |
| Not deliberately seeking the environment, the environment has been designed for you, and you didn't have much choice but to be a part of it. | Passive Gene Correlation |
| Person's Geno type evokes certain reactions from other people | Evocative Gene Correlation |
| Actively seek/create the environment that would match the gene that one has. | Active Gene Correlation |
| Theory of whether there is just one path of development or several paths | Universal-Context Specific Development |
| Darwinian process in which the animal most capable of survival (the one with the most adaptable traits) survives to pass on its genes in offspring. | Survival of the fittest |
| Attempts to explain useful mental and psychological traits—such as memory, perception, or language—as adaptations | Evolutionary psychology |
| The weak and those with maladaptive traits are removed from the gene pool, leaving only the strong species | Natural selection |
| View of development that sees the individual as inseparable from the social context. | Contextual perspective |
| Also known as curiosity stage | Toddlerhood |
| The gap between what children are already able to do and what they are not quite ready to accomplish by themselves. | Zone of proximal development (ZPD) |
| Focuses on the social and cultural processes that guide children's cognitive development. | Sociocultural theory |
| Man behind Sociocultural theory | Lev Vygotsky |
| Man behind Cognitive-Stage theory | Jean Piaget |
| The belief that misfortunes cannot happen to them. | Illusion of Invulnerability |
| The attitude that their feelings and experiences are unique and have never before been experienced by anyone. | Personal Fable |
| Adolescents' feeling that their behavior is constantly being watched by their peers | Imaginary Audience |
| Another word for Limbic System | Emotional brain |
| Reward, pleasure, emotion center; develops first ; dominant part of the brain during teenage years | Limbic System |
| Being able to manipulate the world in your mind | Abstract Thinking |
| Children learn to sort objects by both size and color at this stage. | Concrete Operational |
| Stage where conservation is resolved | Concrete Operational |
| Refers to seeing and thinking of the world only from your own viewpoint and having difficulty appreciating someone else's viewpoint. | Egocentric thinking |
| Understanding that objects or events continue to exist even if they can no longer be heard, touched, or seen. | Object Permanence |
| The constant striving for a stable balance in the shift from assimilation to accommodation. | Equilibration |
| Man who experimented with a BOBO Doll | Albert Bandura |
| Viewing development as shaped by unconscious forces. | Psychoanalytic perspective |
| A therapeutic approach aimed at giving patients insight into unconscious emotional conflicts. | Psychoanalysis |
| The drive to seek immediate satisfaction of needs and desires | Pleasure principle |
| Finding realistic ways to gratify the id. | Reality principle |
| What we see in the dream (ex. storyline, imagery) | Manifest Content |
| The actual meaning of the dream | Latent Content |
| "We are motivated to restore balance in our body" | Homeostatic Approach theory |
| Why are we motivated to satisfy our biological drives? | To reduce the tension or pressure |
| Biological drive that serve the purpose of destruction | Aggression or Thanatos |
| Learning based on reinforcement or punishment. | Operant conditioning |
| Learning that requires a neutral stimulus acquires the ability to produce a response that was originally produced by different stimulus | Classical conditioning |
| Stage in psychosexual development in which feeding is the main source of sensual pleasure. | Oral stage |
| What crisis arises during Play Age? | Initiative and Guilt |
| The core pathology in early childhood | Compulsion |
| The core pathology in Adolescence | Role repudiation |