Untitled Flashcards Set

Flashcard #1 \n**Term:** Developmental Psychology \n**Definition:** The study of how people grow and change throughout their lifespan.

**Flashcard #2** \n**Term:** Nature-Nurture Debate \n**Definition:** Discussion on whether genetics (nature) or environment (nurture) mainly influences psychological traits.

**Flashcard #3** \n**Term:** Continuity vs. Discontinuity \n**Definition:** Continuity suggests development is gradual, while discontinuity indicates stage-like changes.

**Flashcard #4** \n**Term:** Stability vs. Change \n**Definition:** Refers to whether personality traits remain constant or can change over time.

**Flashcard #5** \n**Term:** Cross-Sectional Design \n**Definition:** Research that compares different groups at one point in time.

**Flashcard #6** \n**Term:** Longitudinal Design \n**Definition:** Research that follows the same group over a long period.

**Flashcard #7** \n**Term:** Cohort-Sequential Design \n**Definition:** Combines cross-sectional and longitudinal methods to study different cohorts over time.

**Flashcard #8** \n**Term:** Cohort Effects \n**Definition:** Differences among groups due to their shared experiences or historical events.

**Flashcard #9** \n**Term:** Temperament (Infant Types) \n**Definition:** Inborn traits affecting how infants interact with their environment; types include easy, difficult, and slow to warm up.

**Flashcard #10** \n**Term:** Maturation \n**Definition:** Biological growth processes that enable orderly changes in behavior.

**Flashcard #11** \n**Term:** Cephalocaudal Trend \n**Definition:** Development from head to toe; infants gain control over the head before the legs.

**Flashcard #12** \n**Term:** Proximodistal Trend \n**Definition:** Development from center of the body outward, where the torso develops before limbs.

**Flashcard #13** \n**Term:** Gross Motor Coordination \n**Definition:** Large movements using arms, legs, and whole body; running, jumping.

**Flashcard #14** \n**Term:** Fine Motor Coordination \n**Definition:** Small movements using hands and fingers; writing, buttoning.

**Flashcard #15** \n**Term:** Prenatal Stages of Development \n**Definition:** Stages include zygote (fertilized egg), embryo (developing human), fetus (growing baby).

**Flashcard #16** \n**Term:** Teratogens \n**Definition:** Substances that can cause birth defects; e.g., alcohol can lead to Fetal Alcohol Syndrome.

**Flashcard #17** \n**Term:** Critical Period \n**Definition:** Specific time during development when a particular skill or ability is most easily learned.

**Flashcard #18** \n**Term:** Age of Viability \n**Definition:** Age at which a fetus can survive outside the womb, typically around 24 weeks.

**Flashcard #19** \n**Term:** Newborn Senses \n**Definition:** Newborns can see, hear, smell, taste, and touch, but vision is blurry.

**Flashcard #20** \n**Term:** Visual Cliff \n**Definition:** A experiment to test depth perception in infants using a glass surface.

**Flashcard #21** \n**Term:** Reflexes \n**Definition:** Automatic responses to certain stimuli; e.g., grasping, rooting, sucking, Babinski, Moro, diving.

**Flashcard #22** \n**Term:** Piaget \n**Definition:** Psychologist known for his theory of cognitive development in children.

**Flashcard #23** \n**Term:** Schema \n**Definition:** A mental framework for organizing information.

**Flashcard #24** \n**Term:** Assimilation \n**Definition:** Incorporating new experiences into existing schemas.

**Flashcard #25** \n**Term:** Accommodation \n**Definition:** Changing schemas based on new information.

**Flashcard #26** \n**Term:** Sensorimotor Period \n**Definition:** Piaget's first stage (0-2 years) where infants learn through senses and actions.

**Flashcard #27** \n**Term:** Object Permanence \n**Definition:** Understanding that objects continue to exist even when not seen.

**Flashcard #28** \n**Term:** Preoperational Period \n**Definition:** Piaget's second stage (2-7 years) characterized by symbolic thinking but lacking logic.

**Flashcard #29** \n**Term:** Animism \n**Definition:** Belief that inanimate objects have feelings and intentions.

**Flashcard #30** \n**Term:** Egocentrism \n**Definition:** Inability to see things from another's perspective.

**Flashcard #31** \n**Term:** Theory of Mind \n**Definition:** Ability to understand others' thoughts and beliefs.

**Flashcard #32** \n**Term:** Centration/Decentration \n**Definition:** Focusing on one aspect of a situation vs. considering multiple aspects.

**Flashcard #33** \n**Term:** Classification \n**Definition:** Ability to group objects by shared characteristics.

**Flashcard #34** \n**Term:** Conservation \n**Definition:** Understanding that quantity remains the same despite changes in shape.

**Flashcard #35** \n**Term:** Reversibility \n**Definition:** Understanding that objects can be changed and then returned to their original form.

**Flashcard #36** \n**Term:** Concrete Operational \n**Definition:** Piaget's third stage (7-11 years) where logical thinking about concrete events occurs.

**Flashcard #37** \n**Term:** Formal Operational \n**Definition:** Piaget's fourth stage (12+ years) where abstract thinking and reasoning develop.

**Flashcard #38** \n**Term:** Criticism of Piaget \n**Definition:** Some argue his stages are too rigid or overlook cultural influences.

**Flashcard #39** \n**Term:** Leo Vygotsky \n**Definition:** Psychologist known for his theory on social development and the importance of culture.

**Flashcard #40** \n**Term:** Zone of Proximal Development \n**Definition:** The range of tasks that a child can perform with help but not yet independently.

**Flashcard #41** \n**Term:** Imprinting (Konrad Lorenz) \n**Definition:** Rapid learning occurring in a specific time frame; e.g., ducklings following their mother.

**Flashcard #42** \n**Term:** Strange Situation (Ainsworth) \n**Definition:** A procedure to observe attachment relationships between a caregiver and a child.

**Flashcard #43** \n**Term:** Attachment Types \n**Definition:** Different styles include secure, avoidant, anxious (resistant), and disorganized.

**Flashcard #44** \n**Term:** Contact Comfort (Harlow) \n**Definition:** Importance of physical comfort in attachment; demonstrated with baby monkeys.

**Flashcard #45** \n**Term:** Separation Anxiety \n**Definition:** Distress experienced by infants when separated from caregivers.

**Flashcard #46** \n**Term:** Diana Baumrind’s Parenting Styles \n**Definition:** Authoritarian (strict), authoritative (responsive), permissive (lenient).

**Flashcard #47** \n**Term:** Gender \n**Definition:** Social and cultural characteristics linked to being male or female.

**Flashcard #48** \n**Term:** Gender Identity \n**Definition:** Personal perception of oneself as male, female, a blend, or neither.

**Flashcard #49** \n**Term:** Gender Stereotypes \n**Definition:** Oversimplified beliefs about characteristics of men and women.

**Flashcard #50** \n**Term:** Gender Roles \n**Definition:** Expected behaviors and tasks associated with being male or female.

**Flashcard #51** \n**Term:** Puberty \n**Definition:** Physical changes during adolescence; includes primary (reproductive organs) and secondary (body hair) sex characteristics.

**Flashcard #52** \n**Term:** Identity Crisis \n**Definition:** A period of personal exploration and questioning one's sense of self.

**Flashcard #53** \n**Term:** Menarche/Spermarche \n**Definition:** Menarche is the first menstrual cycle; spermarche is the first ejaculation.

**Flashcard #54** \n**Term:** Adolescent Egocentrism \n**Definition:** Heightened self-consciousness in adolescence, leading to the imaginary audience and personal fable.

**Flashcard #55** \n**Term:** Imaginary Audience \n**Definition:** Belief that others are always watching and evaluating us.

**Flashcard #56** \n**Term:** Personal Fable \n**Definition:** Belief that one’s experiences are unique and not understood by others.

**Flashcard #57** \n**Term:** Kohlberg’s Stages of Moral Reasoning \n**Definition:** Three levels: pre-conventional (self-interest), conventional (social rules), post-conventional (abstract principles).

**Flashcard #58** \n**Term:** Carol Gilligan \n**Definition:** Critic of Kohlberg, emphasizing the importance of care and relationships in moral development.

**Flashcard #59** \n**Term:** Syntax \n**Definition:** Rules for sentence structure in language.

**Flashcard #60** \n**Term:** Semantics \n**Definition:** Meaning of words and sentences.

**Flashcard #61** \n**Term:** Receptive vs. Productive Language \n**Definition:** Receptive: understanding language; Productive: speaking or writing language.

**Flashcard #62** \n**Term:** Stages of Language Development \n**Definition:** Phases include babbling, single words, two-word phrases, and complex sentences.

**Flashcard #63** \n**Term:** Telegraphic Speech \n**Definition:** Early speech using only essential words; e.g., 'Want cookie.'

**Flashcard #64** \n**Term:** Parentese \n**Definition:** Simplified language used by adults when talking to infants.

**Flashcard #65** \n**Term:** Overregularization \n**Definition:** Applying regular grammatical rules to irregular verbs; e.g., 'goed' instead of 'went'.

**Flashcard #66** \n**Term:** Overgeneralization \n**Definition:** Extension of word meanings beyond their proper use.

**Flashcard #67** \n**Term:** Chomsky’s Nativist Theory \n**Definition:** Suggests humans are born with an inherent ability to learn language.

**Flashcard #68** \n**Term:** Language Acquisition Device \n**Definition:** Hypothetical brain mechanism for language learning proposed by Chomsky.

**Flashcard #69** \n**Term:** Behavioral Theory of Language Development \n**Definition:** Language learned through reinforcement and imitation.

**Flashcard #70** \n**Term:** Interactionist Theory of Language Development \n**Definition:** Language development influenced by both biology and social interaction.

remember to give examples too

Flashcard #1 \n**Term:** Developmental Psychology \n**Definition:** The study of how people grow and change throughout their lifespan (e.g., how children's cognitive abilities develop).

**Flashcard #2** \n**Term:** Nature-Nurture Debate \n**Definition:** Discussion on whether genetics (nature) or environment (nurture) mainly influences psychological traits (e.g., intelligence influenced by both genes and education).

**Flashcard #3** \n**Term:** Continuity vs. Discontinuity \n**Definition:** Continuity suggests development is gradual, while discontinuity indicates stage-like changes (e.g., walking vs. puberty).

**Flashcard #4** \n**Term:** Stability vs. Change \n**Definition:** Refers to whether personality traits remain constant or can change over time (e.g., a shy child may become more outgoing as an adult).

**Flashcard #5** \n**Term:** Cross-Sectional Design \n**Definition:** Research that compares different groups at one point in time (e.g., comparing cognitive skills of 5, 10, and 15-year-olds).

**Flashcard #6** \n**Term:** Longitudinal Design \n**Definition:** Research that follows the same group over a long period (e.g., tracking a group of people from childhood into adulthood).

**Flashcard #7** \n**Term:** Cohort-Sequential Design \n**Definition:** Combines cross-sectional and longitudinal methods to study different cohorts over time (e.g., studying different generations of students over several years).

**Flashcard #8** \n**Term:** Cohort Effects \n**Definition:** Differences among groups due to their shared experiences or historical events (e.g., attitudes of people who lived through a war).

**Flashcard #9** \n**Term:** Temperament (Infant Types) \n**Definition:** Inborn traits affecting how infants interact with their environment; types include easy (calm), difficult (fussy), and slow to warm up (cautious).

**Flashcard #10** \n**Term:** Maturation \n**Definition:** Biological growth processes that enable orderly changes in behavior (e.g., walking as a natural progression).

**Flashcard #11** \n**Term:** Cephalocaudal Trend \n**Definition:** Development from head to toe; infants gain control over the head before the legs (e.g., a baby can lift its head before it can sit up).

**Flashcard #12** \n**Term:** Proximodistal Trend \n**Definition:** Development from center of the body outward, where the torso develops before limbs (e.g., a baby can use its trunk to sit before grasping items).

**Flashcard #13** \n**Term:** Gross Motor Coordination \n**Definition:** Large movements using arms, legs, and whole body (e.g., running, jumping).

**Flashcard #14** \n**Term:** Fine Motor Coordination \n**Definition:** Small movements using hands and fingers (e.g., writing, buttoning a shirt).

**Flashcard #15** \n**Term:** Prenatal Stages of Development \n**Definition:** Stages include zygote (fertilized egg), embryo (developing human), and fetus (growing baby; zygote to embryo in 2 weeks, to fetus in 8 weeks).

**Flashcard #16** \n**Term:** Teratogens \n**Definition:** Substances that can cause birth defects; e.g., alcohol can lead to Fetal Alcohol Syndrome, characterized by developmental delays.

**Flashcard #17** \n**Term:** Critical Period \n**Definition:** Specific time during development when a particular skill or ability is most easily learned (e.g., language acquisition in early childhood).

**Flashcard #18** \n**Term:** Age of Viability \n**Definition:** Age at which a fetus can survive outside the womb, typically around 24 weeks (e.g., premature babies born at this stage can often survive with medical help).

**Flashcard #19** \n**Term:** Newborn Senses \n**Definition:** Newborns can see (limited), hear, smell, taste, and touch; they prefer familiar scents like their mother's milk.

**Flashcard #20** \n**Term:** Visual Cliff \n**Definition:** An experiment to test depth perception in infants using a glass surface (e.g., seeing if infants will crawl over a perceived drop).

**Flashcard #21** \n**Term:** Reflexes \n**Definition:** Automatic responses to certain stimuli; e.g., grasping (grabbing a finger), rooting (turning head towards touch), sucking (for food), Babinski (toes curl when foot is stroked), Moro (startle reflex), diving (closing eyes when submerged).

**Flashcard #22** \n**Term:** Piaget \n**Definition:** Psychologist known for his theory of cognitive development in children (e.g., assessing children's understanding of objects).

**Flashcard #23** \n**Term:** Schema \n**Definition:** A mental framework for organizing information (e.g., a child's schema for 'dog' includes four-legged animals with fur).

**Flashcard #24** \n**Term:** Assimilation \n**Definition:** Incorporating new experiences into existing schemas (e.g., calling a cat a dog because it has four legs).

**Flashcard #25** \n**Term:** Accommodation \n**Definition:** Changing schemas based on new information (e.g., learning to call a cat by its own name after realizing it’s not a dog).

**Flashcard #26** \n**Term:** Sensorimotor Period \n**Definition:** Piaget's first stage (0-2 years) where infants learn through senses and actions (e.g., shaking a rattle).

**Flashcard #27** \n**Term:** Object Permanence \n**Definition:** Understanding that objects continue to exist even when not seen (e.g., an infant searching for a toy hidden under a blanket).

**Flashcard #28** \n**Term:** Preoperational Period \n**Definition:** Piaget's second stage (2-7 years) characterized by symbolic thinking but lacking logic (e.g., using a broom as a horse).

**Flashcard #29** \n**Term:** Animism \n**Definition:** Belief that inanimate objects have feelings and intentions (e.g., thinking a stuffed animal is sad).

**Flashcard #30** \n**Term:** Egocentrism \n**Definition:** Inability to see things from another's perspective (e.g., a child covering their eyes thinking they are invisible).

**Flashcard #31** \n**Term:** Theory of Mind \n**Definition:** Ability to understand others' thoughts and beliefs (e.g., realizing friends can have different opinions).

**Flashcard #32** \n**Term:** Centration/Decentration \n**Definition:** Focusing on one aspect of a situation vs. considering multiple aspects (e.g., a child only remembers the color of a car, ignoring its size).

**Flashcard #33** \n**Term:** Classification \n**Definition:** Ability to group objects by shared characteristics (e.g., sorting buttons by color).

**Flashcard #34** \n**Term:** Conservation \n**Definition:** Understanding that quantity remains the same despite changes in shape (e.g., recognizing that reshaping clay doesn't change its amount).

**Flashcard #35** \n**Term:** Reversibility \n**Definition:** Understanding that objects can be changed and then returned to their original form (e.g., knowing that water can freeze and then melt).

**Flashcard #36** \n**Term:** Concrete Operational \n**Definition:** Piaget's third stage (7-11 years) where logical thinking about concrete events occurs (e.g., solving math problems involving physical objects).

**Flashcard #37** \n**Term:** Formal Operational \n**Definition:** Piaget's fourth stage (12+ years) where abstract thinking and reasoning develop (e.g., solving hypothetical problems in math).

**Flashcard #38** \n**Term:** Criticism of Piaget \n**Definition:** Some argue his stages are too rigid or overlook cultural influences (e.g., varying educational practices affecting development).

**Flashcard #39** \n**Term:** Leo Vygotsky \n**Definition:** Psychologist known for his theory on social development and the importance of culture (e.g., learning through social interaction).

**Flashcard #40** \n**Term:** Zone of Proximal Development \n**Definition:** The range of tasks that a child can perform with help but not yet independently (e.g., a child learning to read with assistance).

**Flashcard #41** \n**Term:** Imprinting (Konrad Lorenz) \n**Definition:** Rapid learning occurring in a specific time frame; e.g., ducklings follow the first moving object they see, often their mother.

**Flashcard #42** \n**Term:** Strange Situation (Ainsworth) \n**Definition:** A procedure to observe attachment relationships between a caregiver and a child (e.g., seeing how infants behave when separated from their mother).

**Flashcard #43** \n**Term:** Attachment Types \n**Definition:** Different styles include secure (comforted by caregiver), avoidant (indifferent to caregiver), anxious (resistant to comfort), and disorganized (confused behavior).

**Flashcard #44** \n**Term:** Contact Comfort (Harlow) \n**Definition:** Importance of physical comfort in attachment; demonstrated with baby monkeys preferring soft surrogates to wired mothers when frightened.

**Flashcard #45** \n**Term:** Separation Anxiety \n**Definition:** Distress experienced by infants when separated from caregivers (e.g., a toddler crying when a parent leaves).

**Flashcard #46** \n**Term:** Diana Baumrind’s Parenting Styles \n**Definition:** Authoritarian (strict, high demands), authoritative (responsive, supportive), permissive (lenient, few demands).

**Flashcard #47** \n**Term:** Gender \n**Definition:** Social and cultural characteristics linked to being male or female (e.g., societal expectations of behavior based on sex).

**Flashcard #48** \n**Term:** Gender Identity \n**Definition:** Personal perception of oneself as male, female, a blend, or neither (e.g., identifying as a transgender individual).

**Flashcard #49** \n**Term:** Gender Stereotypes \n**Definition:** Oversimplified beliefs about characteristics of men and women (e.g., believing all nurses are female).

**Flashcard #50** \n**Term:** Gender Roles \n**Definition:** Expected behaviors and tasks associated with being male or female (e.g., men are expected to be the primary breadwinners).

**Flashcard #51** \n**Term:** Puberty \n**Definition:** Physical changes during adolescence; includes primary (reproductive organs) and secondary (body hair) sex characteristics (e.g., voice changes in boys).

**Flashcard #52** \n**Term:** Identity Crisis \n**Definition:** A period of personal exploration and questioning one's sense of self (e.g., a teen struggling to define their interests and beliefs).

**Flashcard #53** \n**Term:** Menarche/Spermarche \n**Definition:** Menarche is the first menstrual cycle; spermarche is the first ejaculation (e.g., typically occurring in early adolescence).

**Flashcard #54** \n**Term:** Adolescent Egocentrism \n**Definition:** Heightened self-consciousness in adolescence, leading to the imaginary audience and personal fable (e.g., thinking everyone cares about their outfit).

**Flashcard #55** \n**Term:** Imaginary Audience \n**Definition:** Belief that others are always watching and evaluating us (e.g., feeling embarrassed by a small mistake in front of peers).

**Flashcard #56** \n**Term:** Personal Fable \n**Definition:** Belief that one’s experiences are unique and not understood by others (e.g., thinking their problems are more intense than anyone else's).

**Flashcard #57** \n**Term:** Kohlberg’s Stages of Moral Reasoning \n**Definition:** Three levels: pre-conventional (self-interest), conventional (social rules), post-conventional (abstract principles; e.g., understanding why laws exist).

**Flashcard #58** \n**Term:** Carol Gilligan \n**Definition:** Critic of Kohlberg, emphasizing the importance of care and relationships in moral development (e.g., valuing empathy in decision-making).

**Flashcard #59** \n**Term:** Syntax \n**Definition:** Rules for sentence structure in language (e.g., knowing to say 'the cat sat on the mat' instead of 'cat the mat on sat').

**Flashcard #60** \n**Term:** Semantics \n**Definition:** Meaning of words and sentences (e.g., understanding that 'dog' refers to a type of animal).

**Flashcard #61** \n**Term:** Receptive vs. Productive Language \n**Definition:** Receptive: understanding language (e.g., comprehending spoken instructions); Productive: speaking or writing language (e.g., telling a story).

**Flashcard #62** \n**Term:** Stages of Language Development \n**Definition:** Phases include babbling (cooing sounds), single words (e.g., 'mama'), two-word phrases (e.g., 'want juice'), and complex sentences (e.g., 'I want to go outside').

**Flashcard #63** \n**Term:** Telegraphic Speech \n**Definition:** Early speech using only essential words; e.g., 'Want cookie.'

**Flashcard #64** \n**Term:** Parentese \n**Definition:** Simplified language used by adults when talking to infants (e.g., using a sing-song voice with exaggerated vowels).

**Flashcard #65** \n**Term:** Overregularization \n**Definition:** Applying regular grammatical rules to irregular verbs; e.g., 'goed' instead of 'went'.

**Flashcard #66** \n**Term:** Overgeneralization \n**Definition:** Extension of word meanings beyond their proper use (e.g., calling all four-legged animals 'dog').

**Flashcard #67** \n**Term:** Chomsky’s Nativist Theory \n**Definition:** Suggests humans are born with an inherent ability to learn language (e.g., kids learning languages quickly at young ages).

**Flashcard #68** \n**Term:** Language Acquisition Device \n**Definition:** Hypothetical brain mechanism for language learning proposed by Chomsky (e.g., innate grammar understanding).

**Flashcard #69** \n**Term:** Behavioral Theory of Language Development \n**Definition:** Language learned through reinforcement and imitation (e.g., children repeating words they hear from parents).

**Flashcard #70** \n**Term:** Interactionist Theory of Language Development \n**Definition:** Language development influenced by both biology and social interaction (e.g., social cues helping language learning).