| A | B |
|---|
| nature vs. nurture | the ongoing argument deciding if what you are born with is better than how you are shaped |
| continuity theories | development is very gradual and that it is difficult at any one time to notice the changes that occur |
| discontinuity theories | changes occur dramatically and obviously |
| maturation | development that largely unfolds on its own as long as the individual is in a reasonably supportive environment |
| socialization | impact of the social environment on development |
| teratogen | anything that may harm the organism prenatally (ex:alcohol, smoking) |
| imprinting | newborn's response to a stimulus in its environment, specifically, to respond to that stimulus as if it is its mother |
| contact comfort | baby monkey sought comfort from the soft, terry cloth "mother" instead of the har, wire "mother" |
| transitional object | object that gives you a desired physical contact (ex:blanket or doll) |
| the sucking reflex | put something in the mouth of a child adn they will reflexively suck on it |
| the grasping reflex | place your finger in the palm of a neonate (infant) adn his/her tiny hand will close around it |
| the rooting reflex | touch a baby on the cheek and he or she will turn the head in that direction |
| the stepping reflex | support a newborn under the arms and it will simulate walking strides |
| the Moro reflex | an unexpected and intrusive stimulus, such as a loud noise, elicts a response in which the child pulls the arms and legs into the body then extends them out again, often with a quivering or shaking of the body |
| assimilation | child attempts to fit new experiences into the cognitive frameworks they already possess |
| accomodation | child changes their schemas or behaviors to fit the new information |
| the sensorimotor stage | (birth to around 2 years old) child explores and learns about the environment, through the use of the senses and one's developing motor abilities |
| object permanence | understanding that a ball that rolls out of sight into a closet still exists, though unseen |
| the preoperational stage | (2 to around 7 years old) children begin pretend play, which demonstrates that they are beginning to be able to think symbolically-that is, one thing can represent something else |
| the concrete operational stage | (about 7 to 11 years old) child becomes capable of logical thinking |
| the formal operational stage | (11 years of age or so onward) people think abstractly and hypothetically, able to consider future possibilities and imaginary scenarios |
| Avoidant | the child generally ignores the mother when she returns,and may show little distress when she leaves |
| Secure | the child is somewhat distressed when the mother leaves but is relatively easy to calm and greets the mother warmly upon her return, using her as a "secure base of operations" |
| resistant/ambivalent | the child sends mixed messages to the mother upon her return, seemingly wanting to be held but then resisting attempts by the mother to do so |
| disorganized | children appear confused with this style and even fearful with their mothers |
| separation anxiety | characterized by distress at being separated from parents or a primary and familiar caregiver |
| stranger anxiety | distress upon encountering new, unfamiliar people |
| authoritarian | parents establish the rules, expect obedience adn strictly punish transgression |
| authoritative | parents are the authority figures but they are willing to listen to input from the children, respect their basic rights and explain the rules and decisions the set down |
| permissive | parents give children considerable freedom to make their own decisions, either b/c they are more tolerant and trusting of their children's abilities or b/c they are less engaged in the upbringing of the children |
| neglectful | the parents have essentially abrogated responsibility for the raising and control of their children |
| democratic | "let's have a vote" approach where everyone has an equal say in family rule building and decision making |
| gender constancy | the sense that one is a boy or a girl and, barring very dramatic intervation, will remain so |
| gender role | the behaviors considered appropriate for males and females in a given social setting |
| androgyny | the presence of both "male" and "female" behaviors or characteristics in the same person |
| gender typing | process of learning the roles associated with the distinctions b/w males and females in a culture |
| primary sex characteristics | directly involved with reproduction |
| secondary sex characteristics | developments such as deepening of the voice adn growth of pubic and body hair in males, and breast and pubic hair development in females |
| trust vs. mistrust | (birth to about 18 months) child learns what to trust in the environment, thus learning also what to trust in him or her self |
| autonomy vs. shame and doubt | (approximately 18 months to 3 years old) child seeks a sense of internal control and independence |
| initiative vs. guilt | (about 3 to 7 years old) the child seeks a balance b/w what he or she wants to do and a sense of what is right and wrong, good and bad |
| industry vs. inferiority | (about 7 to 10 years old) the child seeks to master the basic skills required for successful participation in the society, which will give the child a sense of basic competence |
| identity vs. role confusion | (adolescense) the teenager seeks to answer the question,"Who am I?" and,"What do I want to do and be?" |
| intimacy vs. isolation | (early adulthood) the young adult either successfully establishes strong, committed relationships or faces the task of dealing with some level of isolation |
| generativity vs. stagnation | (middle adulthood) adults, now in their 40's or 50's, wither engage in the sharing of their wisdom and experience with members of younger generations or are resentful and even antagonistic toward younger people |
| integrity vs. despair | (late adulthood) the older adult reflects back on his or her life, feeling wither a sense of accomplishment and pride or a sense of missed opportunities and thus, sadness |
| the preconventional level | (age 4-10) focus is reward and punishment; responses are self interested |
| the conventional level | (age 10-13) focuses on social conventions; responses center on issues like,"What will others think of me?" and,"What are the rules we've all agreed to follow?" |
| the postconventional level | (age 13 if reached at all) moral decisions are based on personal, internal judgments of right and wrong |
