Exam 2 Life-Span development

Puberty

Time between the first on rush of hormones & full adult size, usually lasts three to five years.

Menarche

Girl’s first menstrual period, beginning of ovulation, pregnancy biologically possible, ovulation & menstruation are often irregular for years after menarche

Spermarche

Boy’s first ejaculation of sperm, erections can occur as early as infancy, ejaculation signals sperm production, spermarche occur during sleep/direct stimulation

Circadian rhythm

Day-night cycle biological activity, occurs approximately every 24 hours

Growth spurt

Sudden & rapid physical growth occurs during puberty, each body part increases in size on a schedule

Pituitary glands

Steadily regulating height growth, metabolism, & early preparation for puberty

Adrenal glands

Undergo a major biological transition called adrenarche, typically begins around 6 to 8

Primary sex characteristics

Part of the body that are directly involved in reproduction, including: vagina, uterus, ovaries, testicles, & penis

Secondary sex characteristics

Physical traits, not directly involved in reproduction , indicate sexual maturity, man’s beard & women’s breasts

Sexually transmitted infection (STI)

Disease spread by sexual contact; includes syphilis, gonorrhea, genital herpes, chlamydia, & HIV

Body image

Person’s idea of how their body looks

Adolescent egocentrism

Characteristics of adolescent thinking leads young people (10 tp 13) to focus on themselves to exclusion of others

Rumination

To think obsessively about something, to the point that past experiences/ current fantasy captures the mind making action difficult

Imaginary audience

In an adolescent’s egocentric belief, are watching & taking notes of their appearance, ideas, & behaviors, makes some teens very self-conscious

Personal Fable

Aspect of adolescent egocentrism characterized by an adolescent’s belief his/ her thoughts, feelings, & experiences are unique/ more wonderful,more awful than anyone else’s

Invincibility fable

Adolescents egocentrism conviction that they cannot overcome/ even harmed by anything that might defect a normal defect, such as unprotected sex,drug abuse, high-speed driving

Formal operational thought

Piaget’s theory, fourth & final stage of cognitive development, characterized by more systematic logical thinking & by the ability to understanf systematically manipulate abstract concepts

Hypothetical thought

Reasoning that includes propositions & possibilities that may not reflect reality

Deductive reasoning

Reasoning from general statement, premise, principle, through logical steps, to figure out (deduce) specifics

Inductive reasoning

Reasoning from one/more specific experiences/ facts to reach (induce)

Dual-process model

Notion that two networks exist within the human brain, one for emotional processing of stimuli & one for analytical assumptions

Intuitive thought

Thought that arises from an emotion/ a hunch,beyond rational, explanation, & is influenced by past experiences, & cultural assumptions

Analytic thought

Thought that results from analysis, such as a systematic ranking of pros & cons, risk & consequences, possibilities & facts

Fixed mindset

Belief a person’s intellectual ability is set early on, does not change with effort/ education

Growth mindset

Belief that intellectual ability & skill can grow & change depending on work & effort

Emotional regulation

Ability to control when & how emotions are expressed

Effortful control

Ability to regulate one’s emotions & actions through effort

Initiative vs. guilt

Erikson’s 3rd psychosocial crisis, young children undertake new skills & activities & feel guilty when they don’t succeed

Intrinsic motivation

Drive/ reason to pursue a goal, comes from inside a person

Extrinsic motivation

Drive/ reason to pursue a goal, arises from the wish to have external rewards

Empathy

Ability to understand & appreciate the emotions & concerns of another person

Rough-and-tumble play

Play that seems to be rough, like wrestling/chasing, there is no intent to harm

Sociodramatic play

Pretend play which children act out various roles & themes and plots/ roles they create

Risky play

Play that may cause injury to child, rough-and-tumble play, wrestling,climbing trees, sledding

Baumrind’s parenting styles

Three parenting styles authoritarian, permissive, & authoritative, four style neglectful

Authoritarian parenting

Approach to child rearing that’s characterized by high level behavioral standards, strict punishment of misconduct & little communication from child to parent

Permissive parenting

Approach to child rearing that’s characterized by high nurturance & communication, little discipline, guidance/ control

Authoritative parenting

Approach to child rearing in which parents set limits & enforce rules but are flexible & listen to their children

Neglectful/uninvolved parenting

Approach to child in which parents seem indifferent toward their children, not knowing/caring about their children’s lives

Sex differences

Biological differences between males & females, organs, hormones, & body shapes

Gender differences

Differences in male & female roles, behaviors, clothes, arise from society not biology

Corporal punishment

Affects the body (corpus), includes spanking, tapping , & smacking

Psychological control

Disciplinary technique that involves threatening to withdraw love & support, using child’s feelings of guilt & gratitude

Time-out

Disciplinary technique which person is separated from other people & activities for specified time

Induction

Disciplinary technique explaining why a particular behavior was wrong, explanations must be within child’s ability to understand

Injury control

Practices aimed at anticipating, controlling,& preventing dangerous activities; practices reflect beliefs that accidents are not random & injures can be less harmful if proper controls are inplace

Three levels of prevention

Primary, secondary, & tertiary

Primary prevention

Actions that change overall background conditions to prevent unwanted events/ circumstances, like injury,disease, abuse

Secondary prevention

Actions that avert harm and high-risk situations, like installing sidewalks & traffic lights

Tertiary prevention

Actions, immediate & effective medical treatment, taken after adverse event (illness/injury) aimed at reducing harm/ preventing disability

Child maltreatment

Intentional harm to / avoidable endangerment of anyone under 18 yoa

Child abuse

Harms physical, emotional, & sexual well-being of child

Child neglect

Failure to meet essential needs for child

Substantiated maltreatment

Harm/endangerment that has been reported, investigated, & verified

Reported maltreatment

Harm/ endangerment about which someone has notified authorities

Foster care

Legal, publicly supported system in which maltreated child is removed from parents custody & entrusted to another adult/ family

Kinship care

Form of foster care which a relative of maltreated child, usually grandparent becomes approved caretaker

Concrete operational thought

Piaget’s term for ability to reason logically about direct experiences & perceptions

Classification

Logical principle that things can be organized into groups (categories/classes) according to characteristics they have in common

Seriation

Cognitive concept & logical principle that things in logical series/ sequential order (1,2,3)(A,B,C)

Neurodiversity

Idea each person has a neurological strengths & weaknesses.Each human is neurologically distinct from other humans

Hidden curriculum

Unofficial, unstated, implicit patterns within school that influence what children learn, not formally prescribed, instructive to the children

Comorbid

Presence of two/more unrelated disease conditions at the same time in the same person

Multifinality

Basic principle of developmental psychopathology, holds that one cause can have many (multiple) finale manifestations

Equifinality

Basic principle of developmental psychopathology, holds that one symptom can have many causes

Specific learning disorder

Marked deficit in particular area of learning not caused by apparent physical disability, intellectual disability, or by stressful home environment

Dyslexia

Unusual difficulty with reading

Dyscalculia

Unusual difficulty with math

Autistic/ Autism spectrum disorder (ASD)

Developmental disorder marked by difficulty with social communication & interaction, including : difficulty seeing things from another person’s pov & restricted, repetitive patterns of behavior,interests, activites

Individualized education plan (IEP)

Document specifies educational goals & plans for a child with intellectual disabilities

Response to intervention (RTI)

Educational strategy intended to help children who demonstrate below-average achievement in early grades using special intervention

Myelination

Process by which axons become coated with myelin

Corpus callosum

A long, thick band of nerve fibers that connects left & right hemispheres of the brain allows communication between them

Lateralization

“Sidedness”, referring to specialization in certain functions by each side of the brain, left side of brain controls right side of body vise versa

Impulse control

Ability to postpone/ deny immediate response to idea/ behavior

Perseverate

To stay stuck, or persevere , in one thought/ action for long time, ability to be flexible

Executive function

Cognitive ability to organize & prioritize many thoughts that arise from various parts of the brain, allowing person to anticipate, strategize, & plan behavior

Theory-Theory

Idea that children attempt to explain everything they see & hear by constructing theories

Theory of mind

Person’s theory of what other people might be thinking

Preoperational intelligence

Piaget’s term for cognitive development between the ages 2 to 6, including language & imagination.

Egocentrism

Piaget’s term for children’s tendency to think about the world entirely from their own pov

Animism

Belief natural objects & phenomena are alive, moving around, & having sensations & abilities that are humanlike

Conservation

Principle that the amount of a substance remains the same even when appearance changes

Zone of proximal development

Vygotsky’s term for the skills cognitive as well as physical person can exercise only with assistance not yet inependent

Scaffolding

Temporary support tailored to learners needs & abilities, aimed at helping learner master next task in learning process

Fast-mapping

Speedy & sometimes imprecise way which children learn new words by tentatively placing them in mental categories to their perceived meaning

Overregularization

Application of rules of grammar even when exceptions occur, making language more “regular” than it is

Pragmatics

Practical use of language, including ability to adjust to language communication, audience, & context

Bilingualism

Children learning second language, should be taught between (5-6) at earliest

Children-centered programs

Stress each child’s development & growth, montessori schools

Teacher-directed programs

Stress academics, learning names of letters, numbers, shapes, & colors

Head-start

Federally funded early-childhood program for low-income children of preschool age

Industry Vs. inferiority

4 of Erikson’s 8 psychosocial crises children attempt to master many skills, developing sense of themselves as industrious/ inferior, competent/ incompetent

Social comparison

Tendency to assess one’s ability, achievements, social status, & other attributes measuring them against those of other people ,especially peers

Resilience

Capacity to adopt well significant adversity & overcome serious stress

Family structure

Legal & genetic relationships among family members, nuclear, extended, step, single, family

Family function

The way a family works to meet needs of its members, children need families to provide basic necessities

Types of rejected children

Aggressive-rejected & withdrawn rejected, tend to have 3 problems: misinterpret social situations, lack emotion regulation, neglected/ abused at home

Bullying

Repeated systematic efforts to inflict harm on other people through physical, verbal, social attack

Kohlberg’s 3 levels of moral reasonings

Preconventional moral reasoning- Level 1, emphasizing rewards & punishments

Conventional moral reasoning- Level 2, emphasizing social rules

Postconventional moral reasoning- Level 3, emphasizing moral principles