Unit 4 (Development)

Developmental Psychology

The scientific study of how and why humans change, grow, and adapt across their lifespan, covering physical, cognitive, social, and emotional development from conception to death.

Nature vs. Nurture

Explores whether human behavior, personality, and intelligence are driven by genetics (nature) or environmental factors like upbringing (nurture).

Teratogens

Agents—including drugs, chemicals, infections, and radiation—that cause abnormal fetal development, leading to birth defects, miscarriage, or cognitive-behavioral deficits.

Grasping

A developmental process that starts with the involuntary 'palmar grasp reflex'—automatically closing fingers around an object in the palm—present from birth until about 4-6 months.

Rooting

An automatic, primitive instinct present from birth (appearing around 28 weeks gestation) that helps babies locate a breast or bottle for feeding.

Moro Reflex

An involuntary, protective, and innate reaction in newborns, typically peaking in the first month and disappearing by 2 to 6 months. Triggered by sudden noise, movement, or a feeling of falling.

Babinski Reflex

A neurological test where the big toe moves upward and other toes fan out upon firmly stroking the sole of the foot.

Pretend Play

A crucial developmental activity where children use imagination to act out scenarios, roles, and emotions, typically emerging around age one and peaking during preschool.

Parallel Play

A developmental stage, typically occurring between ages 18 months and 4 years, where children play alongside peers with similar toys but independently, without direct interaction.

Theory of Mind

The cognitive ability to understand that others have their own unique beliefs, intentions, desires, and emotions, which may differ from one’s own. Developing between ages 3–6, this crucial social skill enables empathy, deception, and collaboration.

Personal Fable

The belief held by adolescents that they are special, unique, and invulnerable to dangers, often leading to risky behaviors.

Authoritarian

A personality type characterized by strict adherence to conventional values, uncritical submission to authority, and aggressive hostility toward those who violate social norms.

Authoritative

A child-rearing style balancing high responsiveness (warmth) with high demands (firm limits). It uses supportive, open communication and rational explanations for rules, rather than harsh punishment.

Permissive

A parenting style characterized by high responsiveness and warmth but very low demands, limits, and structure. Parents are nurturing but avoid confrontation, acting more like friends than authority figures.

Uninvolved

A parenting style characterized by a lack of responsiveness to a child's needs, low demandingness, and emotional detachment. These parents provide for basic needs (food, shelter) but are disengaged, offering little affection, supervision, or guidance.

Achievement

Examines the mental processes, motivations, and behaviors—such as self-efficacy, goal-setting, and persistence—that drive human beings to attain success, reach goals, and fulfill potential.

Diffusion

A socio psychological phenomenon where individuals feel less personal accountability to take action in a group setting, assuming others will intervene.

Foreclosure

A state where individuals prematurely commit to an identity, set of values, or career path—often imposed by parents, coaches, or peers—without exploring other potential options. It is a stage of self-identity development, common in adolescents.

Moratorium

A temporary, 'time-out' period during adolescence or young adulthood characterized by active exploration of life roles, beliefs, and goals without making firm, permanent commitments.

Centration

The cognitive tendency, primarily in children during Piaget's preoperational stage (ages 2–7), to focus on only one salient feature of an object or situation while neglecting other relevant aspects.