| A | B |
|---|
| Critical Periods | Time of sensitivity in which certain task in time frame are ideal for normal development |
| imprinting | critical period shortly after birth for gooslings when they bond to the first thing they see |
| longitudinal studies | group of similar people are studied for a long period of time |
| cross sectional studies | taking people of varying ages and comparing them all at one time |
| maturation | innate unfolding of biology |
| prenatal | before birth |
| adaptive reflexes | reflexes that children are born with or develop soon after birth (sucking, grasping, rooting, moro) |
| self-fulling prophecy | your feelings about yourself show in your actions |
| menapause | change in women's cycle of life, women are no longer able to conceive children |
| ageism | belief that old people are not capable of taking care of themselves |
| thanatology | the study of death and dying |
| closed awareness | no indication that death is going to occur |
| suspected awareness | somewhat of an indication that a person is going to die |
| open awareness | is clear that someone is going to die |
| Elizabeth Kubler-Ross | Swiss nurse who studied the different stages of death |
| DABDA | the five stages of death according to EKR (denial, anger, barganing, depression, acceptance) |
| James Marcia | believed that adolecents can be characterized in 4 different states |
| diffusion | no clear identity and no attempt to define |
| achievement | have discovered who they are and have a well defined state of their self-concept |
| foreclosure | accepts the identity given to them and moves on |
| moritorium | vague idea, but still searching by trial and error |
| moral reasoning | how one decides what is right and wrong |
| Kohlberg | believed that people go through 6 different universal stages of moral development; stages explain why people do what they do |
| fear of punishment | fear that one will get in trouble if they do something |
| reward seeking | a person does something because they will get rewarded |
| approval/disapproval | doing something to gain approval/ not doing something so you do not gain disapproval |
| law and order | blind obedience to the law |
| social contract | willing to break laws and suffer the consequences for what you believe |
| ethical guide | value human life and willing to die for what you believe |
| Erik Erikson | developed the 8 age-related stages of psychosocial development |
| trust vs. mistrust | birth to 1 year- dependency on caretaker |
| autonomy vs. shame and doubt | 2-3yrs.- learning to take control and express self-control (potty training) |
| initiative vs. guilt | 4-5yrs.- assumes more responsibily and is curious about the world |
| industry vs. inferiority | 6-11yrs.- developing a work ethic |
| identity vs. role confusion | adolescence- stage where people figure out who they are |
| intimacy vs. isolation | young adulthood- stage where people learn to develop intimate relationships |
| generativity vs. stagnation | middle adulthood- stage when adults realize that they are growing older and can make changes to better lives |
| integrity vs. despair | late adulthood- stage when adults reflect upon their lives and whether they are satisfied with the way they lived |
| phonemes | smallest unit of sound |
| morphemes | smallest unit of meaning |
| syntax | grammatical rules of language |
| prosody | manner of expression; intonation; tone of voice |
| surface structure | actual spoken or written words; what is actually seen or heard |
| deep structure | patterns or underlying meaning |
| denotation | concrete meaning; like surface structure |
| connotation | underlying meaning; emotional implication of words |
| overregulization | rigid application rule without exceptions ( ex: he "gived" me a quarter) |
| Benjamin Whorf | studies the liguistic relativity hypothesis |
| Piaget | formulated theories of cognition by observing kids |
| schemas | structure for dealing with information |
| assimilation | when given new information, one adapts it to fit with their current mode of thinking |
| accomodation | one changes their way of thinking as a result of receiving new information |
| linguistic relativity hypothesis | Whorf's idea that our understanding of the world around us is shaped by our vocabulary |
| stranger anxiety | infants will cry when they don't recognize a person and don't have their caretaker |
| separation anxiety | anxiety from leaving ones caretaker for a long period of time |
| Mary Ainsworth | studies separation anxiety |
| secure base | upon separation, a child will have little tension, but quickly get over it |
| anxious-ambivalent | child would cry continuously and will take time to get over the separation |
| avoidant | child could care less when separated from their caretaker |
| dependence | social development; dependent upon people around them |
| resistance | social development; children realize they have rights and privileges and can do things themselves |
| cooperation | social development; children understand that they have rights, but also have responsibilities |
| hero worship | attracted to the unattainable |
| puppy love | image dating, younger adolescence |
| romantic love | stable, focused, mature relationship |
| peer pressure | peer group is most influential presence in adolescence life |
| status | image, clique |
| alienation | fit in or don't fit in; lost |
| conformity | change because of others |
| authoritarian | decisions are made by parents only; no give and take with child |
| permissive | parent gives no rules, regulations, boundaries, or consequences |
| authoritative | parent does have the final answer, but allows compromising |
| preoperational thought | second stage of cognitive development |
| object permanence | child knows that an object is there even if they can't see it; end of sensorimotor |
| preconceptual thought | children think symbolically, and can perform simple counting and classification |
| intuitive thought | children have egocentric thought |
| animism | children give animals human qualitites |
| egocentric thought | child thinks that everyone thinks like they do |
| concrete operational thought | 3rd stage of cognitive development; children can think logically and rationally |
| reversibility | able to think in reverse |
| formal operational | final stage of cognitive development; able to think hypothetically and abstractly |
| sensory motor thought | 1st stage of cognitive development; child learns by physically changing things and using his senses |
| elderly mystique | point at which someone believes they are old; based on 5 factors |
| 5 factors of the elderly mystique | senses aren't as accute; can't teach old dog new tricks, failing memory, time has passed me by; no sex |
| mutual pretense | someone knows they are dying and he and those around him act as though it is not true |
| Marcia | adolescent identity states |
| identity diffusion | no clear idea of identity and no attempt to define |
| identity achievement | having dev. well defined personal values and self concepts |
| identity foreclosure | accepting identity and values you were given in childhood |
| identity moratorium | vague idea of identity but still searching; possibly by trial and error |
