Lifespan Development - Vocabulary Flashcards

Vocabulary flashcards covering key concepts from the lifespan development lecture notes.

Independent Variable (IV)

The variable deliberately manipulated by the researcher to observe its effect on the dependent variable (DV).

Dependent Variable (DV)

The variable measured to assess the effect of changes in the independent variable.

Descriptive Research

Research that describes characteristics or phenomena without manipulating variables.

Correlational Research

A study that examines the relationship between two variables to see if they are related, without implying causation.

Experimental Research

A design that manipulates the IV, uses random assignment, and measures the DV to establish causality.

Cross-Sectional Study

Examines different groups at one point in time to compare attributes across ages or groups; quick but susceptible to cohort effects.

Longitudinal Study

Follows the same individuals over time to observe development and change; more accurate for development but costly and prone to attrition.

Zygote

Fertilized egg cell during the first two weeks of prenatal development.

Embryo

Developing organism from the 2nd to the 8th week; brain, internal organs, and limbs begin to form; placenta develops.

Fetus

Developing baby from the 8th week of prenatal development until birth.

Neural Tube

Early structure that becomes the brain and spinal cord.

Neuron

Brain cell that transmits information through electrical and chemical signals.

Synapse

The junction between neurons where signals are transmitted.

Pruning

The process of eliminating unused synapses to refine neural connections, beginning near birth.

Cerebral Cortex

The outer layer of the brain involved in higher-order processes; begins forming during prenatal development.

Myelin

Fatty sheath surrounding axons that speeds neural transmission and enables rapid communication.

Corpus Callosum

Thick band of nerve fibers connecting the two cerebral hemispheres.

Object Permanence

Understanding that objects continue to exist even when not observed.

Sensorimotor Stage

Piaget’s first stage (birth–about 2 years) characterized by sensory and motor exploration, reflexes, and the emergence of mental representation and object permanence.

Preoperational Stage

Piaget’s second stage (about 2–7 years) marked by language development, symbolic play, egocentrism, and logical reasoning limited by non-conservation.

Concrete Operational Stage

Piaget’s third stage (about 7–11 years) featuring logical reasoning about concrete events and conservation; abstract thought is not yet possible.

Formal Operational Stage

Piaget’s final stage (12 years and up) characterized by abstract and hypothetical thinking.

Zone of Proximal Development

Vygotsky’s concept: the range of tasks a child can perform with guidance but cannot yet perform independently.

Scaffolding

Supportive teaching or guidance designed to help a learner reach higher levels of understanding within the ZPD; gradually withdrawn as competence increases.

Information Processing Theory

A cognitive framework that compares thinking to a computer: input, processing, storage, and output.

Input (Information Processing)

Sensory data entering the cognitive system.

Storage (Information Processing)

Maintenance of information in memory for later use.

Output (Information Processing)

Using stored information to perform tasks or respond.

Infant-Directed Speech

The high-pitched, exaggerated, simplified way adults often talk to infants, aiding language learning.

Babbling

Early language stage (about 6–11 months) where infants produce repetitive syllables (e.g., bababa, mamama).

Cooing

Early vowel-like sounds produced by infants (around 3 months).

First Words

Around 12 months; the beginning of productive vocabulary.

Telegraphic Speech

Early two-word or short-phrase speech that omits nonessential words (e.g., 'Mommy milk').

Critical Period for Language

A developmental window (ends around puberty, ~12 years) during which language is most easily learned; after that period, acquisition becomes harder.

Attachment

Emotional bond between an infant and caregiver; shapes social and emotional development; involves internal working models.

Internal Working Model

Mental representations of the self and others that guide expectations in relationships.

Strange Situation

Mary Ainsworth’s laboratory procedure used to assess infant attachment by observing reactions to separations and reunions.

Secure Attachment

Attachment style characterized by comfort with closeness and trust; associated with supportive caregiving and better relationship outcomes.

Avoidant Attachment

Attachment style marked by discomfort with closeness and excessive self-reliance; may downplay the importance of relationships.

Ambivalent (Anxious) Attachment

Attachment style marked by insecurity and fear of abandonment, leading to clinginess and jealousy.

Disorganized Attachment

Attachment style with inconsistent, unpredictable behaviors toward caregivers.

Baumrind’s Parenting Styles

Classification of parenting based on warmth (responsiveness) and control (demandingness): Authoritative, Authoritarian, Permissive, Indifferent/Uninvolved.

Authoritative Parenting

High warmth and reasonable control; linked to positive child outcomes like responsibility and good academic performance.

Authoritarian Parenting

High control with low warmth; often associated with obedience but lower self-esteem and social competence.

Permissive Parenting

High warmth with low control; tends to produce impulsivity and limited self-control.

Indifferent/Uninvolved Parenting

Low warmth and low control; linked to poorer outcomes in many domains.

Bronfenbrenner’s Ecological Systems Theory

Development is influenced by nested environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

Microsystem

Immediate environment (family, school, peers) where direct interactions occur.

Mesosystem

Interactions between microsystems (e.g., parent–teacher relationships).

Exosystem

External settings that indirectly influence development (e.g., a parent’s workplace).

Macrosystem

Broad cultural and societal norms, values, laws that shape development.

Chronosystem

The dimension of time: life events and historical context influencing development.

Erikson’s Psychosocial Theory

Eight stages of development focusing on social and emotional challenges, from trust vs mistrust to integrity vs despair.

Trust vs Mistrust

0–18 months; developing a sense of trust in caregivers and the world.

Autonomy vs Shame and Doubt

1–3 years; developing independence while recognizing limits.

Initiative vs Guilt

3–6 years; taking initiative and leadership in activities.

Industry vs Inferiority

6–12 years; developing competence and skills; feeling effective or inferior.

Identity vs Role Confusion

12–18 years; forming a coherent sense of self and future direction.

Intimacy vs Isolation

18–40 years; forming close, loving relationships or feeling isolated.

Generativity vs Stagnation

40–65 years; contributing to society and guiding the next generation.

Integrity vs Despair

65+ years; reflecting on life with a sense of fulfillment or regret.

Baltes’ Life-Span Perspective

Development occurs in multiple directions with plasticity, influenced by historical context and time; involves multiple causes and flexibility over the lifespan.