AP Psychology Unit 3 Vocab

Chronological Development

the process of organizing events in the order they happened in time

lifespan development

studies how humans learn, mature, and adapt from infancy to adulthood to the elderly phases of life

stability and change

stabilization occurs early & persists through life vs. major attributes are potentially changeable throughout life

nature and nurture

biology vs everything else regarding development

continuous development

propose that development occurs in a smooth, continuous process

discontinuous development

Growth occurs in distinct stages.

teratogens

environmental agents such as drugs, chemicals, viruses or other factors that can produce birth defects

fine motor coordination

Activities or skills that require coordination of small muscles to control small, precise movements, particularly in the hands and face. Examples include handwriting, drawing, cutting, and manipulating small objects.

gross motor coordination

using large muscle groups for controlled, goal-directed movements

maturation

biological growth process, uninfluenced by experience

reflexes

unlearned, involuntary responses that occur automatically in the presence of certain stimuli

rooting reflex

automatic turn of head when cheek is touched

visual cliff

a lab device for testing depth perception in infants and young animals

critical periods

specific times during development when certain experiences are vital for normal development and can lead to permanent changes in brain function and behavior

sensitive periods

times when experiences have a strong impact on the brain, but missing this timeframe doesn't make it impossible to acquire those skills or traits later

imprinting

the process by which certain animals form attachments during a critical period very early in life

growth spurt

The relatively sudden and rapid physical growth that occurs during puberty. Each body part increases in size on a schedule: Weight usually precedes height, and growth of the limbs precedes growth of the torso.

puberty

the period of sexual maturation, during which a person becomes capable of reproducing

primary sex characteristics

body structures that make sexual reproduction possible

secondary sex characteristics

nonreproductive sexual characteristics (ex: female--breast and hips

male--voice quality and body hair)

menarche

first menstrual period

spermarche

onset of sperm production in males

menopause

the time of natural cessation of menstruation and marks the end of their reproductive years`

schemas

Concepts or mental frameworks that organize and interpret information.

accomodation

adapt their existing schema to incorporate new information

assimilation

interpret new information in terms of an existing schema

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 (also object permanence at 9 months)

object permanence

the awareness that things continue to exist even when not perceived

preoperational stage

in Piaget's theory, the stage (2-7) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. havent mastered reversibility. animism(inanimate objects are real)

(egocentric)

mental symbols

represent objects in the real world(mentally)

pretend play

make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one

conservation

knowledge that quantity can remain the same when shape or other properties change

Reversability

some things that have been changed can be returned to their original state

animism

Belief that objects, such as plants and stones, or natural events, like thunderstorms and earthquakes, have a discrete spirit and conscious life.

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 other's mental states (feelings, perceptions, thoughts, etc.) and the behaviors these might predict

concrete operational stage

in Piaget's theory, the stage of cognitive development (7-12) during which children gain the mental operations that enable them to think logically about concrete events

systematic thinking

approaches problems in a rational and analytical fashion

formal operational thinking

Allows the ability to think in more complex ways about moral understanding which can help people understand others and rebel against ideas, as well as gain a sense of identity; requires normal intelligence and higher education

abstract thinking

capacity to understand hypothetical concepts

hypothetical thinking

Thinking that is based on what is possible, and not just what is real; sometimes referred to as "if-then" thinking.

scaffolding

the support for learning and problem solving that encourages independence and growth

zone of proximal development

The gap between what a child can do on their own and what a child can do with support; a level of knowledge possible to obtain through education/assistance

crystalized intelligence

our accumulated knowledge and verbal skills; tends to increase with age

fluid intelligence

our ability to reason speedily and abstractly; tends to decrease during late adulthood

dementia

a slowly progressive decline in mental abilities, including memory, thinking, and judgment, that is often accompanied by personality changes

Phonemes

smallest unit of sound

Morphemes

The smallest units of meaning in a language.

Semantics

the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning

Grammar

in a language, a system of rules that enables us to communicate with and understand others

syntax

The arrangement of words and phrases to create well-formed sentences in a language.

cooing

pleasant vowel-like noises made by infants, beginning around 2 months of age

babbling

stage of language development at about 4 months when an infant spontaneously utters nonsense sounds(repetitive)

one-word stage

the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words

telegraphic speech

early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs.

overgeneralization of language rules

applying grammar rules in areas they don't apply

ecological systems theory

views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment(microsystem, mesosystem, exosystem, macrosystem, and chronosystem)

microsystem

the people and objects in an individual's immediate environment

mesosystem

2nd lv of bronfenbenner's theory. Things that have a significant effect on a child development.

exosystem

consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings(like govts, friends of friends, mass media). 3rd lv of bronfenbenner's theory

macrosystem

consists of cultural values, laws, customs, and resources. 4th lv of bronfenbenner's theory

chronosystem

historical changes that influence the other systems(like parental divorce). th lv of bronfenbenner's theory

authoritarian parenting

style of parenting in which parent is rigid and overly strict, showing little warmth to the child. kid is usually unsociable and withdrawn.

authoritative parenting

parents set limits and enforce rules but with reason. "democratic". children are well-adjusted members of society.

permissive parenting

style of parenting in which parent makes few, if any demands on a child's behavior. child is immature and lacks self control

attachment styles

Secure, Anxious-Preoccupied (also called Anxious or Ambivalent), Dismissing-Avoidant, and Fearful-Avoidant

secure attachment

a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver

insecure attachment

demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that resists closeness(very unstable bond)

avoidant attachment

infants who seem unresponsive to the parent when they are present, are usually not distressed when she leaves, and avoid the parent when they return

anxious attachment

attachments marked by anxiety or ambivalence. an insecure attachment style

disorganized attachment

characterized by the child's odd behavior when faced with the parent; type of attachment seen most often with kids that are abused(insecure, fear close relationships).

temperament

a person's characteristic emotional reactivity and intensity

separation anxiety

emotional distress seen in many infants when they are separated from people with whom they have formed an attachment

parallel play

activity in which children play side by side without interacting

pretend play

imaginative or make-believe play, involves children using their imagination to create scenarios, roles, and activities

imaginary audience

phenomenon where adolescents believe that others are constantly observing and judging them, as if they are always on stage

personal fable

cognitive distortion in adolescents where they believe their experiences, thoughts, and feelings are unique and not understood by others

social clock

culture's preferred timing for social events, such as marriage, parenthood, and retirement

emerging adulthood

a period from about age 18 to the mid-20s when many in Western cultures are no longer adolescents but have not yet achieved full independence as adults

Stage Theory of Psychosocial Development (Erikson)

involves our changes in our interactions and understanding of one another as well as in our knowledge and understanding of ourselves as members of society

trust and mistrust

Stage 1(erikson): 0-18 months

learn to rely on parent/caregiver OR you don't learn to rely on parent/caregiver

autonomy and shame and doubt

2nd stage in Erikson's model; toddlers must be able to exercise some independence or will be ashamed and uncertain of their abilities

initiative and guilt

3rd stage in Erikson's model; (3-6)preschoolers must learn to start and direct creative tasks, or they may feel guilty about asserting themselves(confidence and taking risks)

industry and inferiority

4th stage in Erikson's model;(6-11) children must master the skills valued by their society or feel inferior(comparing themselves with others)

identity and role confusion

5th stage in Erikson's model; (12-20s) adolescents must develop a sense of identity or suffer lack of direction(trying to discover who you are, what your strengths are and what kind of roles you are best suited to play). relying more on peer group rather than parents.

intimacy and isolation

6th stage in Erikson's model;(20s-30s) young adults must form close, satisfying relationships or suffer loneliness.

generativity and stagnation

7th stage in Erikson's model;(40s-65) in middle age, adults must discover a sense of contributing to the world or they may feel a lack of purpose(either being happy with or hating current job)

integrity and stagnation

-older adulthood(65+)

-coming to term with one's life and accepting successes and failures

-the best outcome is wisdom

or just wallowing in despair and regret

Adverse Childhood Experiences (ACEs)

a range of traumatic events that occur during childhood, which can have significant and lasting impacts on a person's mental and physical health throughout their life

Achievement (adolescent development)

In the context of identity development, this term refers to the successful integration of various aspects of self-concept, based on explorations of roles, values, and beliefs.

diffusion (adolescent development)

Stage of adolescent identity development where no commitments are made to identity

foreclosure (adolescent development)

Stage of adolescent identity development where commitments are made to identity without first an exploration

moratorium (adolescent development)

A status of identity development where an individual is in the midst of a crisis but whose commitments are either absent or are only vaguely defined.(exploring but has not chosen an identity yet)