| A | B |
|---|
| Accomodation | Refers to changes in existing ways of thinking in response to encounter's with new stimuli or events |
| Assismilation | Is the process in which people understand an experience in terms of their current stage of cognitive development and way of thinking |
| Behavioral Modification | A formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones. |
| Behavioral Perspective | The approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment. |
| Classical Conditioning | A type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response. |
| Cognitive Development | Development involving the ways that growth and change in intellectual capabilities influence a person's behavior. |
| Cognitive Neuroscience Approaches | Approaches that examine cognitive development through the lens of brain processes |
| Cognitive Perspective | The approach that focuses on the processes that allow people to know, understand, and think about the world. |
| Cohort | A group of people born at around the same time in the same place. |
| Continuous Change | Gradual development in which achievements at one level build on those of previous levels. |
| Correlation Research | Research that seeks to identify whether an association or relationship between two factors exists. |
| Critical Period | A specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli is necessary for development to proceed normally |
| Cross-Sectional Research | Research in which people of different ages are compared at the same point in time. |
| Discontinuous Change | Development that occurs in distinct steps or stages, with each stage bringing about behavior that is assumed to be qualitatively different from behavior at earlier stages. |
| Ego | The part of personality that is rational and reasonable. It acts as a buffer between the real world outside of us and the primitive id. |
| Emotional Development | is the emergence of a child's experience, expression, understanding, and regulation of emotions from birth through late adolescence. It also comprises how growth and changes in these processes concerning emotions occur |
| Evolutionary Perspective | The theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors. |
| Experimental Research | Research designed to discover causal relationships between various factors. |
| Fixation | Behavior reflecting an earlier stage of development due to an unresolved problem. Ex) Sucking on thumbs |
| Humanistic Perspective | The theory contending that people have a natural capacity to make decisions about their lives and control their behavior. |
| Hypothesis | A prediction stated in a way that permits it to be tested. |
| Id | Raw, unorganized, inborn part of the personality that is present at birth |
| Information Processing Theory | Models that seek to identify the ways individuals take in, use, and store information. |
| Lifespan Development | The field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan. |
| Longitudinal Research | Research in which the behavior of one or more participants in a study is measured as they age. |
| Moral Development | focuses on the emergence, change, and understanding of morality from infancy through adulthood. In the field of moral development, morality is defined as principles for how individuals ought to treat one another, with respect to justice, others' welfare, and rights. |
| Naturalistic Observation | A type of correlational study in which some naturally occurring behavior is observed without intervention in the situation. |
| Non-normative Life events | Specific, atypical events that occur in a person's life at a time when such events do not happen to most people |
| Normative Age-Graded Influences | Biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised. Ex) Puberty and menopause |
| Normative History-Graded Influences | Biological and environmental influences associated with a particular historical moment |
| Normative Sociocultural-Graded Influences | Social and cultural factors present at a particular time for a particular individual, depending on such variables |
| Operant Conditioning | A form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences. |
| Personality Development | Development involving the ways that the enduring characteristics that differentiate one person from another change over the life span |
| Physical Development | Development involving the body's physical makeup, including the brain, nervous system, muscles, and senses,, and the need for food, drink, and sleep. |
| Psychoanalytic Theory | The theory proposed by Freud that suggests that unconscious forces act to determine personality and behavior. |
| Psychodynamic Perspective | The approach stating that behavior is motivated by inner forces, memories , and conflicts that are generally beyond people's awareness and control |
| Psychosexual Development | According to Freud, a series of stages that children pass through in which pleasure, or gratification, focuses on a particular biological function and body part |
| Psychosocial Development | The approach that encompasses changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society. |
| Scientific Method | The process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the correction of data. |
| Sensitive Period | A point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences. |
| Social-Cognitive Learning Theory | Learning by observing the behavior of another person, called a model. |
| Social Development | The way in which individuals' interactions with others and their social relationships grow, change, and remain stable over the course of life. |
| Sociocultural Theory | The approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture |
| Supergo | Represents a person's conscious, incorporating distinctions between right and wrong |
| Theories | Explanations and predictions concerning phenomena of interest, providing a framework for understanding the relationships among an organized set of facts or principles |
