Psych Unit 7: Human Development

Developmental Psychology

The branch of psychology that studies the patterns and processes of change and stability in human behavior throughout the lifespan, including cognitive, emotional, social, and physical development.

Nature and Nurture

The ongoing debate regarding the relative contributions of genetics (nature) and environment (nurture) to human development, shaping characteristics and behaviors.

Continuity and stages

Refers to the debate in developmental psychology about whether development is a gradual, continuous process or a series of distinct stages.

Stability and Change

The ongoing discussion in developmental psychology about how much human behavior remains consistent over time versus how much it is subject to change due to experiences and environmental factors.

Teratogens

Agents or factors that cause malformation of an embryo or fetus, leading to developmental abnormalities.

*Maternal Illnesses

Infections or conditions that a mother may experience during pregnancy that can adversely affect fetal development, potentially leading to complications or health issues for the baby.

*Genetic Mutations

Permanent alterations in the DNA sequence of a gene that can lead to developmental disorders or diseases.

Maturation

The process of biological growth and development that occurs in a systematic and sequential manner, leading to changes in physical and psychological attributes.

Rooting

A reflexive response in newborns where they turn their head and open their mouth to seek food when their cheek is stroked.

*Visual Cliff

An experimental apparatus used to test depth perception in infants, where a shallow side is contrasted with a deep side to observe reactions.

Jean Piaget

A Swiss psychologist known for his theory of cognitive development in children, positing that children progress through four stages of mental development.

Schemas

Mental frameworks that organize and interpret information, used by individuals to understand the world and facilitate learning.

Sensorimotor stage

The first stage in Jean Piaget's theory of cognitive development, occurring from birth to approximately 2 years old, where infants learn about the world through their senses and actions.

Object permanence

The understanding that objects continue to exist even when they cannot be seen, which typically develops in infants during the sensorimotor stage.

Stranger anxiety

The distress infants feel when exposed to unfamiliar people, typically occurring around 6 to 8 months of age as a part of social and emotional development.

Preoperational

A stage in Piaget's theory of cognitive development occurring from about 2 to 7 years old, where children begin to use language and think symbolically but lack logical reasoning. Ex: egocentrism and centration.

Egocentrism

A characteristic of the preoperational stage where children have difficulty in seeing situations from perspectives other than their own, often believing everyone shares their viewpoints.

Concrete operational

A stage in Piaget's theory of cognitive development from about 7 to 11 years old, where children begin to think logically about concrete events and understand the concept of conservation.

Conservation

The understanding that certain properties of objects, such as volume or mass, remain the same despite changes in their shape or arrangement. This ability typically develops during the concrete operational stage.

Mental operations

Cognitive processes that involve manipulating information mentally, including reasoning, problem-solving, and decision-making, which become more refined during the concrete operational stage.

Theory of Mind

The ability to understand that others have thoughts, beliefs, and perspectives different from one's own, developing around age 4 to 5.

Formal operational 

The stage of cognitive development, typically beginning around age 12, where individuals develop the ability to think abstractly, logically, and systematically, enabling advanced problem-solving and reasoning.

Abstract Logic

A form of reasoning that allows individuals to think about concepts and ideas beyond concrete realities, essential in the formal operational stage of development.

Lev Vygotsky

A Russian psychologist known for his theory of social development, which emphasizes the role of social interaction and culture in cognitive development.

Scaffolding

A teaching method that involves providing support to learners as they develop new skills or concepts, gradually removing assistance as they gain independence.

*Zone of Proximal Development

An educational concept introduced by Lev Vygotsky, referring to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable person.

Attachment

A deep emotional bond that develops between an infant and their primary caregiver, significantly influencing social and emotional development.

Critical period

A specific time frame in development during which an organism is particularly sensitive to certain environmental stimuli, crucial for proper development of skills such as language or social behavior.

Imprinting

A rapid learning process that occurs during a specific critical period shortly after birth, where a young animal forms attachments and recognizes caregivers or other significant figures.

Strange situation experiment

A procedure developed by Mary Ainsworth to observe attachment relationships between a caregiver and a child, assessing how they react to separations and reunions.

Secure attachment

A strong emotional bond between a caregiver and child, characterized by the child feeling safe and comforted, leading to healthy emotional development and relationships.

Insecure attachment

A type of attachment in which a child lacks confidence in their caregiver's responsiveness, leading to anxiety, ambivalence, or avoidance during separations and reunions.

Mary Ainsworth 

A developmental psychologist known for her work on attachment theory, particularly the Strange Situation experiment which identified different attachment styles in children.

Anxious Attachment

A type of insecure attachment characterized by a child displaying intense distress when separated from the caregiver and difficulty being comforted upon reunion, often leading to clinginess or resistance.

Avoidant Attachment

A type of insecure attachment in which a child exhibits avoidance of the caregiver, showing little preference for the caregiver over a stranger and often minimizing emotional responses during separations and reunions.

Temperament

A person's characteristic manner of thinking, behaving, and reacting, often evident from a young age.

*Disorganized attachment

A type of insecure attachment where a child displays a lack of a coherent attachment strategy, exhibiting bizarre or contradictory behaviors toward the caregiver, often stemming from fear or confusion.

Adolescence v. Puberty

Adolescence refers to the developmental period of transition from childhood to adulthood, encompassing physical, emotional, and social changes, while puberty specifically denotes the biological changes leading to sexual maturity.

Primary sex characteristics

The physical features directly involved in reproduction, such as the ovaries and testes, that are present at birth and mature during puberty.

Secondary sex characteristics

The physical traits that develop during puberty and are not directly involved in reproduction, such as breast development in females and facial hair growth in males.

Menarche

The first occurrence of menstruation in females, marking the onset of reproductive capability. It typically occurs during puberty.

Spermarche

The first occurrence of ejaculation in males, indicating the onset of reproductive capability, usually occurring during puberty.

Psychosocial development

The process by which individuals develop and refine their social and emotional skills throughout their lifespan, influenced by their interactions with others and their environment.

Trust vs mistrust

The first stage in Erik Erikson's theory of psychosocial development, occurring in infancy, where the infant learns to trust caregivers and their environment based on the consistency of care.

Autonomy vs doubt

The second stage in Erik Erikson's theory of psychosocial development, occurring in early childhood, where children learn to develop a sense of personal control and independence through exploring their environment and making choices.

Initiative vs guilt

The third stage in Erik Erikson's theory of psychosocial development, occurring in preschool age, where children assert themselves through directing play and other social interactions, learning to balance initiative with guilt when overstepping boundaries.

Competence vs inferiority (Industry vs shame)

The fourth stage in Erik Erikson's theory of psychosocial development, occurring in school age, where children learn to cope with new social and academic demands, fostering a sense of competence or feelings of inferiority.

Identity vs role confusion

The fifth stage in Erik Erikson's theory of psychosocial development, occurring during adolescence, where individuals explore their personal identity and sense of self, leading to either a strong sense of identity or confusion about their role in society.

Intimacy vs isolation

The sixth stage in Erik Erikson's theory of psychosocial development, occurring in young adulthood, where individuals form intimate relationships with others, balancing the ability to connect with others against the fear of isolation.

Generativity vs stagnation

The seventh stage in Erik Erikson's theory of psychosocial development, occurring during middle adulthood, where individuals strive to create or nurture things that will outlast them, typically by parenting or contributing to society, versus feeling unproductive and disconnected.

Integrity vs despair

The eighth stage in Erik Erikson's theory of psychosocial development, occurring in late adulthood, where individuals reflect on their lives, experiencing either a sense of fulfillment and integrity or regret and despair over unmet goals.

*Ecological Systems Theory

A framework developed by Urie Bronfenbrenner that explains how different levels of environmental systems interact and influence human development, from immediate settings like family and school to broader contexts like culture and society.

Microsystem

The immediate environment in which a person lives, including family, friends, and school, that directly influences their development.

Mesosystem

The layer of environment in Bronfenbrenner's Ecological Systems Theory that encompasses the interactions between different microsystems, such as the connections between home and school, impacting an individual's development.

Exosystem

The layer in Bronfenbrenner's Ecological Systems Theory that includes the broader social systems that indirectly influence an individual, such as parental workplaces, local government, and community services.

Macrosystem

The overarching layer in Bronfenbrenner's Ecological Systems Theory that encompasses the cultural and societal values, laws, and customs that shape an individual's environment and development.

Chronosystem

The system in Bronfenbrenner's Ecological Systems Theory that encompasses the dimension of time, including life transitions and historical events, which influence an individual's development over the lifespan.

*Achievement (of Identity) 

A developmental stage in which an individual explores and commits to personal values, beliefs, and goals, leading to a cohesive sense of self.

*Diffusion (of Identity)

A developmental state where an individual has not yet explored or committed to personal values, leading to uncertainty and lack of direction in their identity.

*Foreclosure (of Identity) 

A developmental state in which an individual commits to values and beliefs without exploration, often adopting the views of parents or authority figures.

*Moratorium (of Identity) 

A developmental state where an individual actively explores various values and beliefs but has yet to make a commitment, leading to an ongoing search for identity.

*Adverse Childhood Experiences (ACEs) 

traumatic events occurring during childhood that can negatively impact development and health.

Emerging adulthood

The transitional period between adolescence and full adulthood, typically ranging from ages 18 to 25, characterized by exploration of various life choices and identity formation.

Social clock

The culturally preferred timing of major life events, such as marriage, parenthood, and retirement, which varies across different societies.