AP Psych Unit 6 Developement 2.0

Developmental Psychology

Developmental Psychology

a branch of psychology that studies physical, cognitive, and social change throughout the life span.

zygote

the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo.

embryo

the developing human organism from about 2 weeks after fertilization through the second month.

fetus

the developing human organism from 9 weeks after conception to birth.

teratogens

(literally, “monster maker”) agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.

fetal alcohol syndrome

physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, signs include a small, out-of-proportion head and abnormal facial features.

habituation

decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.

cognition

all the mental activities associated with thinking, knowing, remembering, and communicating.

maturation

biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

schema

a concept or framework that organizes and interprets information.

assimilate

interpreting our new experiences in terms of our existing schemas.

accommodate

adapting our current understandings (schemas) to incorporate new information.

sensorimotor stage

in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

object permanence

the awareness that things continue to exist even when not perceived.

preoperational stage

in Piaget’s theory, the stage (from about 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

conservation

the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

egocentrism

in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.

theory of mind

people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

concrete operational stage

in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

formal operational stage

in Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

stranger anxiety

the fear of strangers that infants commonly display, beginning by about 8 months of age.

attachment

an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

critical period

an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development.

imprinting

the process by which certain animals form strong attachments during an early-life critical period.

temperament

a person’s characteristic emotional reactivityand intensity.

insecure attachment

They are less likely to explore their surroundings; they may even cling to their mother. When she leaves, they either cry loudly and remain upset or seem indifferent to her departure and return

secure attachment

In their mother’s presence they play comfort- ably, happily exploring their new environment. When she leaves, they become distressed; when she returns, they seek contact with her.

basic trust

according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

self-concept

all our thoughts and feelings about ourselves, in answer to the question, “Who am I?”

authoritarian

parents impose rules and expect obedience: “Don’t interrupt.” “Keep your room clean.” “Don’t stay out late or you’ll be grounded.” “Why? Because I said so.”

permissive

parents submit to their children’s desires. They make few demands and use little punishment.

authoritative

parents are both demanding and responsive. They exert control by setting rules and enforcing them, but they also explain the reasons for rules. And, especially with older children, they encourage open discussion when making the rules and allow exceptions.

gender

the socially constructed roles and characteristics by which a culture defines male and female.

gender roles

a set of expected behaviors for males or for females.

role

a set of expectations (norms) about a social position, defining how those in the position ought to behave.

gender identity

our sense of being male or female.

social learning theory

the theory that we learn social behavior by observing and imitating and by being rewarded or punished.

gender typing

the acquisition of a traditional masculine or feminine role.

transgender

an umbrella term describing people whose gender identity or expression differs from that associated with their birth sex.

adolescence

the transition period from childhood to adulthood, extending from puberty to independence.

puberty

the time when we mature sexually.

preconventional morality

Self-interest; obey rules to avoid punishment or gain concrete rewards.

“If you save your wife, you’ll be a hero.”

conventional morality

Uphold laws and rules to gain social approval or maintain social order. “If you steal the drug, everyone will think you’re a criminal.”

post-conventional morality

Actions reflect belief in basic rights and self-defined ethical principles. “People have a right to live.”

identity

our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles.

social identity

the “we” aspect of our self-concept; the part of our answer to “Who am I?” that comes from our group memberships.

intimacy

in Erikson’s theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood.

emerging adulthood

for some people in modern cultures, a period from the late teens to mid- twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.