Psychology Test Development

Human Development

Human Development

The scientific study of the changes that occur in people as they age from conception until death

Longitudinal Design

Research design in which one participant or group of participants is studied over a long period of time

Cross-sectional Design

Research design in which several different participant age-groups are studied at one particular point in time

Cross-Sequential Design

Research design in which participants are first studied by means of a cross-sectional design but are also followed and assessed longitudinally

Cohort Effect

The impact on development occurring when a group of people share a common time period or common life experience

Nature

The influence of our inherited characteristics on our personality

Nurture

The influence of the environment on personality

DNA (Deoxyribonucleic Acid)

Special molecule that contains the genetic material of the organism

Gene

Section of DNA having the same arrangement of chemical elements

Chromosome

Tightly wound strand of genetic material or DNA

Dominant

Referring to a gene that actively controls the expression of a trait

Recessive

Referring to a gene that only influences the expression of a trait when paired with an identical gene. Ovum

Sperm

The male sex cell

Fertilization

The union of the ovum and sperm

Zygote

Cell resulting from the uniting of the ovum and sperm

Monozygotic Twins

Identical twins formed when one zygote splits into two separate masses of cells

Embryo

Name for the developing organism from 2 weeks to 8 weeks after fertilization

Embryonic Period

The period from 2 to 8 weeks after fertilization

Critical Periods

Times during which certain environmental influences can have an impact on the development of the infant

Teratogen

Any factor that can cause a birth defect

Fetal Alcohol Spectrum Disorders (FASDs)

A group of possible conditions caused by a mother consuming alcohol during pregnancy

Critical Periods

Times during which certain environmental influences can have a significant impact on infant development

Structural development of limbs

3 to 8 weeks

Heart

Most affected early in the period (2 to 6 weeks)

Central Nervous System

Susceptible to problems during 2 to 5 weeks

Eyes

Vulnerable during 3 to 8 weeks

Teeth and Roof of the Mouth

Prone to issues around 7 to 12 weeks

Measles

Mumps

Blindness

deafness

Marijuana

Decreased height

infant is difficult to soothe

Cocaine

Miscarriage

Alcohol

Fetal alcohol spectrum disorders (FASDs)

Nicotine

Miscarriage

Mercury

Intellectual disability

Vitamin A (high doses)

Brain swelling

Caffeine

Increased chance of neural tube defects

Toxoplasmosis

Miscarriage

High Water Temperatures

Irritability

infant is easily disturbed

startled

fetal period

the time from about 8 weeks after con-ception until the birth of the baby

fetus

name for the developing organism from 8 weeks after fertilization to the birth of the baby

synaptic pruning

The development of the infant brain after birth

Developed parts of baby

• Touch

• Smell

• Taste (4 weeks for sugar

Less developed parts of baby

• Hearing

• Eyes (sees black and white

Because infants prefer to look at faces as a source of stimuli..

Babies are likelier to form emotional connection

Schema

a concept or framework that organizes and interprets information

cognitive development

the development of thinking

Jean Piaget

four-state theory of cognitive development--

• sensorimotor

• two basic processes (assimilation and accommodation) work in tandem to achieve cognitive growth

Sensorimotor Stage age range

0-2 years

Preoperational age range

2-7 years

Concrete Operations

7-12 years old

Formal operations age range

12 years to adulthood

Sensorimotor

• Infants know the world mostly in terms of their sensory impressions and motor activities

• They develop object permanence and the understanding that concepts and mental images represent objects

Preoperational

• Can mentally represent concepts and images with words or pictures ages

• Cannot logically reason

Concrete Operations

-can conserve

12 years to adulthood

People at this stage can use abstract reasoning about hypothetical events or situations

• think about logical possibilities

• use abstract analogies

• systematically examine and test hypotheses.

• Not everyone can eventually reason in all these ways.

egocentrism

the inability to see the world through anyone else's eyes

centration

in Piaget's theory

conservation

in Piaget's theory

irreversibility

the inability of the young child to mentally reverse an action

formal operation

hypothetic/deductive reasoning

scaffolding

process in which a more skilled learner gives help to a less skilled learner

zone of proximal development (ZPD)

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher

theory of mind

people's ideas about their own and others' mental states—about their feelings

psychosocial development

pattern of change in emotions

easy babies

adjusted readily to new situations

attachment

an emotional tie with another person

shown in young children by their seeking closeness to the caregiver and showing distress on separation. Forms 6 months in.

Types of Attachment

secure

Secure

Feel safe when mother comes back

Avoidant

Avoided talking to stranger of mother

Ambivalent

mixed feelings

disorganized-disorriented

unable to decide how they should react to mother. Approached mother but with no eye contact. Fearful and depressed look

temperament may determine..

response of mother to baby

self concept

our understanding and evaluation of who we are

Autonomy vs. Shame and Doubt

Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feeling of autonomy

Autonomy

Person feels confident and begins to have a sense of independence.

Despair

Feelings of isolation and loneliness.

Doubt

Feelings of being inferior and incapable arise.

Generativity vs. Self-Absorption

Adults need to create or nurture things that will outlast them

Generativity

Having children whom they nurture and/or helping the next generation.

Guilt

Child may become passive because of feeling guilty.

Identity vs. Role Confusion

Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself

Identity

Strong identity is formed- sees self as a positive and capable individual.

Industry vs. Inferiority

Children need to cope with new social and academic demands. Success leads to a sense of competence

Industry

"I can" outlook on life develops while creating a positive attitude towards him or herself.

inferiority

Children may doubt their abilities.

Initiative vs. Guilt

Children need to begin asserting control and power over the environment. Success in this state leads to a sense of purpose. Children who try to exert too much power experience disapproval

Initiative

Children will continue to be curious in the future.

Integrity vs. Despair

Older adults need to look back on life and feel a sense of fulfillment. Success at this state leads to a feeling of wisdom

Integrity

Looks back at life with acceptance and satisfaction- little to no fear of death.

Intimacy vs. Isolation

Young adults need to form intimate

Intimacy

Ability to form close

Isolation

Wishes they could live life over again- lives a life of regret and failure

Mistrust

Person may have trouble developing relationships because of insecurity

Role Confusion

Causes a constant search for acceptance and a feeling of belonging. Unsure who they are and where they are going.

Self-Absorption

Life loses its meaning- a person becomes preoccupied with their self

Trust vs. Mistrust

Children develop a sense of trust when caregivers provide reliability