ap psych development

Stability vs. Change

Debate over whether personality traits remain consistent or change across the lifespan

Nature vs. Nurture

Debate over the influence of genetics (nature) versus environment (nurture) on development

Continuity vs. Discontinuity

Debate over whether development is gradual and continuous or occurs in distinct stages

Cross-sectional Study

Research method comparing different age groups at one point in time

Longitudinal Study

Research method that follows the same individuals over a long period of time

Prenatal Stage

Development from conception to birth

Teratogens

Harmful substances or environmental factors that can damage a developing embryo or fetus

Genetic Mutations

Random changes in DNA that can affect development

Infancy

Developmental period from birth to about 2 years

Fine Motor Skills

Small movements using hands and fingers

Gross Motor Skills

Large movements using arms, legs, and whole body

Reflexes

Automatic, unlearned responses present at birth

Rooting Reflex

Infant reflex to turn head toward touch on cheek

Visual Cliff

Apparatus used to test depth perception in infants

Critical Period

Specific time when development must occur for normal development

Sensitive Period

Optimal time when development is most easily shaped

Imprinting

Formation of strong attachment during a critical period (seen in animals)

Adolescence

Transitional period from childhood to adulthood

Growth Spurt

Rapid physical growth during puberty

Puberty

Period of sexual maturation

Primary Sex Characteristics

Reproductive organs

Secondary Sex Characteristics

Non-reproductive physical traits (e.g., voice change, body hair)

Menarche

First menstrual period

Spermarche

First ejaculation

Menopause

End of menstrual cycles

Mobility

Ability to move easily

Flexibility

Ability of muscles and joints to stretch

Reaction Time

Speed of response to stimuli

Sensory Acuity

Sharpness of senses

Schemas

Mental frameworks for organizing information

Assimilation

Interpreting new information using existing schemas

Accommodation

Adjusting schemas to fit new information

Sensorimotor Stage

Piaget stage (0

Object Permanence

Understanding that objects exist even when unseen

Preoperational Stage

Piaget stage (2

Mental Symbols

Words or images representing objects

Pretend Play

Using imagination to represent objects or roles

Animism

Belief that objects have human qualities

Egocentrism

Inability to see others’ perspectives

Theory of Mind

Understanding that others have thoughts and feelings

Conservation

Understanding quantity stays the same despite changes in shape

Concrete Operational Stage

Piaget stage (7

Reversibility

Ability to reverse mental operations

Formal Operational Stage

Piaget stage (12+); abstract and hypothetical thinking

Abstract Thought

Thinking about ideas not physically present

Hypothetical Thinking

Thinking about possibilities and “what if” scenarios

Scaffolding

Temporary support to help learning

Vygotsky

Psychologist emphasizing social and cultural influences on learning

Crystallized Intelligence

Accumulated knowledge and skills

Fluid Intelligence

Ability to reason and solve new problems

Zone of Proximal Development

Tasks a learner can do with guidance

Dementia

Progressive decline in cognitive functioning

Morphemes

Smallest units of meaning in language

Phonemes

Smallest units of sound

Semantics

Meaning of words

Grammar

Rules of language

Syntax

Rules for arranging words into sentences

Manual Gestures

Communication using hand movements

Cooing

Early vowel sounds in infancy

Babbling

Repetition of sounds in infancy

One-Word Stage

Using single words to communicate

Two-Word Stage

Using two-word phrases

Telegraphic Speech

Short, simple speech using key words

Overgeneralization

Applying language rules too broadly

Microsystem

Immediate environment (family, school)

Mesosystem

Interactions between microsystems

Exosystem

Indirect environmental influences

Macrosystem

Cultural and societal values

Chronosystem

Time-based influences on development

Authoritarian Parenting

Strict, high control, low warmth

Permissive Parenting

Lenient, low control, high warmth

Authoritative Parenting

Balanced, high warmth and control

Attachment Style

Pattern of emotional bonding

Secure Attachment

Comfort with closeness and trust

Insecure-Avoidant Attachment

Avoids closeness

Insecure-Anxious Attachment

Clingy and anxious

Insecure-Disorganized Attachment

Confused or fearful behavior

Temperament

Inborn personality traits

Separation Anxiety

Distress when separated from caregiver

Parallel Play

Playing alongside others without interaction

Personal Fable

Belief that one is unique and invulnerable

Imaginary Audience

Belief others are constantly watching

Social Clock

Culturally expected timing of life events

Emerging Adulthood

Transitional period (18

Psychosexual Theory

Freud’s theory of development based on pleasure centers

Psychosocial Theory

Erikson’s theory of development through life crises

Psychosocial Theory

Erikson’s theory that people develop through life stages, each with a social conflict that must be resolved

Trust vs. Mistrust

Infancy (0

Autonomy vs. Shame and Doubt

Early childhood (1

Initiative vs. Guilt

Preschool (3

Industry vs. Inferiority

School age (6

Identity vs. Role Confusion

Adolescence (12

Intimacy vs. Isolation

Young adulthood (18

Generativity vs. Stagnation

Middle adulthood (40

Integrity vs. Despair

Late adulthood (65+ yrs): Reflecting on life with satisfaction or regret

Identity Achievement

Commitment after exploration

Identity Diffusion

No exploration or commitment

Identity Foreclosure

Commitment without exploration

Identity Moratorium

Exploration without commitment

Possible Selves

Images of what one might become