AP Psych : Unit 5 : Development

Developmental Psychology

Studies physical, cognitive, and social change across the lifespan.

Nativism (nature)

Behaviour is genetically determined; development driven by maturation + environment interaction.

Behaviourism (nurture)

Environment shapes behaviour; intellectual structures are learned.

Maturation

Biologically driven growth causing orderly development, mostly independent of experience.

Chronological development

Development studied by comparing people of different ages (cross-sectional).

Lifespan development

Development studied over long periods of time (longitudinal).

Continuous development

development that occurs gradually and cumulatively from conception to death

Discontinuous development

development that occurs in distinct, universal stages with clear transitions

Critical periods (sensitive periods)

specific time windows when certain experiences have a major effect on development

Teratogens

viruses, chemicals, or drugs that can harm an embryo or fetus

Foetal Alcohol Syndrome (FAS)

physical and cognitive abnormalities caused by heavy alcohol use during pregnancy

Reflexes

simple, automatic responses present at birth

Rooting

an infant reflex of turning toward a stimulus to locate food

Imprinting

an animal forming a strong attachment to the first caregiver it sees

Fine motor coordination

control of small muscles

Gross motor coordination

control of large muscles and whole-body movement

Puberty

sexual maturation marked by the ability to reproduce

Primary sex characteristics

reproductive organs that mature during puberty

Secondary sex characteristics

non-reproductive physical traits associated with sexual maturity

Menarche

a girl's first menstrual period

Spermarche

a boy's first ejaculation

Menopause

end of a female’s ability to reproduce.

Schema

mental frameworks that organize knowledge and expectations

Assimilation

fitting new information into existing schemas

Accommodation

modifying existing schemas or creating new ones to incorporate new information

Sensorimotor stage

birth to 2 years, learning through senses and actions and developing object permanence

Object permanence

understanding that objects continue to exist when out of sight

Stranger anxiety

fear of unfamiliar people

Separation anxiety

distress when separated from caregivers

Preoperational stage

ages 2 to 7, symbolic thinking and pretend play but limited logical reasoning

Parallel play

children playing beside each other without interaction

Theory of mind

ability to understand others have different thoughts, beliefs, and intentions

Egocentrism

inability to see the world from another person’s perspective

Lack of conservation

inability to understand that quantity remains the same despite changes in appearance

Reversibility

inability to mentally reverse a sequence of events

Animism

belief that inanimate (not living) objects have lifelike qualities

Concrete operational stage

ages 7 to 11, logical thinking about concrete events

Formal operational stage

age 11 and up, abstract, hypothetical, and systematic thinking

Personal fable

belief in one’s uniqueness and invulnerability during adolescence

Zone of Proximal Development

the range between what a learner can do independently and what they can do with help

Scaffolding

guidance provided by a more knowledgeable other to support learning

Dementia

general decline in memory, thinking, and decision-making abilities

Phonemes

smallest units of sound with no meaning

Morphemes

smallest units of meaning in language

Grammar

rules governing how sounds and words are combined

Semantics

rules that allow meaning to be derived from words

Cooing

vowel-like sounds produced by infants around 4 to 10 months

Babbling

repetitive consonant–vowel sounds produced by infants

One-word stage

stage in which speech consists mostly of single words

Telegraphic speech

two-word phrases typically consisting of a verb and a noun

Ecological Systems Theory

theory that development is influenced by interacting environmental systems

Microsystem

immediate environments such as family, friends, and school

Mesosystem

interactions between different microsystems

Exosystem

indirect environmental influences that affect development

Macrosystem

cultural values, beliefs, and norms

Chronosystem

life transitions and historical events that influence development over time

Authoritarian parenting

high control and low affection

Authoritative parenting

high control and high affection

Permissive parenting

low control and high affection

Temperament

inborn tendency to respond emotionally in certain ways

Secure attachment

attachment style formed from responsive caregiving leading to healthy relationships

Avoidant attachment

insecure attachment formed from rejection leading to emotional distance

Anxious attachment

insecure attachment formed from inconsistent caregiving leading to fear of rejection

Disorganised attachment

insecure attachment formed from inconsistent and frightening caregiving

Erikson's psychosocial stage theory

theory proposing eight stages of development shaped by social crises

Trust vs mistrust

infancy stage focused on reliable care

Autonomy vs shame and doubt

toddler stage focused on independence

Initiative vs guilt

early childhood stage focused on planning and play

Industry vs inferiority

school-age stage focused on competence and achievement

Identity vs role confusion

adolescent stage focused on forming a sense of self

Intimacy vs isolation

young adulthood stage focused on close relationships

Generativity vs stagnation

middle adulthood stage focused on contributing to future generations

Integrity vs despair

late adulthood stage focused on reflection and life satisfaction

Adolescence

transition period between childhood and adulthood when identity begins forming

Emerging adulthood

period from ages 18 to 29 involving exploration and increasing responsibility

Identity foreclosure

high commitment and low exploration of identity

Identity diffusion

low commitment and low exploration of identity

Identity moratorium

high exploration and low commitment of identity

Identity achievement

high exploration and high commitment of identity

Imaginary audience

belief that others are constantly watching and judging

Social clocks

culturally preferred timing of major life events

Adverse childhood experiences

traumatic childhood events that increase risk for later psychological and physical problems

growth spurt

A rapid increase in height and weight during puberty, caused by hormonal changes.

Piaget's Theory of Cognitive Development

 children go through a maturational process of cognitive development

think systematically

be able to see the outcome of your choices and decisions before you make them

Abstract thinking

the ability to understand that concepts such as ‘freedom’ or ‘vulnerability’ are real, but not directly tied to concrete physical objects and experiences.

Hypothetical thinking

"what-if" situations that are not always rooted in reality. 

Vygotsky's Theory of Cognitive Development

 cognitive development as a social process; children learn through interacting with others. His theory sits on the ‘nurture’ side of the debate. 

syntax

 the order in which words can be combined into sensible sentences