CHAPTER 1

which represents reason, develops gradually during the first year or so of life and operates under the reality principle.

EGO

feelings and emotional responses to events; changes in understanding one's own feelings and appropriate forms of expressing them,

Emotional Development

totality of nonhereditary, or experimental, influences on development.

Environment

A society's or group's total way of life, including customs, traditions, beliefs, values, language, and physical product all learned behavior, passed on from parents to children.

Culture

refers to the qualitative changes taking place simultaneously with quantitative changes of growth.

Development

Children use their cognitive and language skills to reason and solve problems

Development proceeds from the simple to more complex

- a scientific approach which aims to explain growth, change and consistency through the lifespan. lo oks at how thinking, feeling, and behavior change throughout a person's life.

Developmental Psychology

The tempo of development is not even. Individuals differ in the rate of growth and development; there are periods of great intensity and equilibrium and there are periods of imbalance.

Differentiality

sees development as more abrupt—a succession of changes that produce different behaviors in different agespecific life periods called stages.

Discontinuity

A group united by ancestry, race, religion, language, or national origins, which contribute to a sense of shared identity.

Ethnic Group

seek to explain the changes they have observed in relation to normative processes and individual differences.

Explain

Multigenerational kinship network of parents, children, and other relatives, sometimes living together in an extended-family household.

Extended Family

Children eventually resolve their anxiety over these feelings by identifying with the same-sex parent and move into the latency stage of middle childhood, a period of relative emotional calm and intellectual and social exploration.

Latency Stage

unfolding of a natural sequence of physical and behavioural changes.

Maturation

Model that views human development as a series of predictable responses to stimuli; machines do not operate of their own will; they react automatically to physical forces or inputs

Mechanistic Model (John Locke)

the growing understanding of right and wrong, and the change in behavior caused by that understanding; sometimes called a conscience.

Moral Development

refers to the process of biological maturation inheritance and maturation; refers to all of the genes and hereditary factors that influence who we are—from our physical appearance to our personality characteristics.

Nature

Characteristic of an unusual event that happens to a particular person or a typical event that happens at an unusual time of life

Nonnormative

Characteristic of an event that occurs in a similar way for most people in a group.

Normative

Two-generational kinship, economic, and household unit consisting of one or two parents and their biological children, adopted children, or stepchildren

Nuclear Family

refers to the impact of the environment, which involves the process of learning through experiences; refers to all the environmental variables that impact who we are including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture

Nurture

Specific time when a given event or its absence has a specific impact on development

Critical period

Oral Stage Anal Stage Phallic Stage Latency Stage Gental Stage

5 PSYCHOSEXUAL STAGES

A person who, as a toddler, had too-strict toilet training may be fixated at the anal stage, and be obsessively clean, rigidly tied to schedules and routines, or defiantly messy.

Anal Stage

This principle describes the direction of growth and development. The head region starts growth at first, following by which other organs starts developing.

Cephalocaudal Pattern

Learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

Classical Conditioning

pattern of change in mental abilities, such as learning, attention, memory, language, thinking, reasoning, and creativity.

Cognitive Development

the learning and use of language; the ability to reason, problem-solve, and organize ideas; it is related to the physical growth of the brain.

Cognitive Development

A group of people born at about the same time.

Cohort

Growth and development is a continuous process from conception to death; these changes continue until death ends the life cycle.

Continuity

typically viewed as a continual and cumulative process. The view says that change is gradual.

Continuity

Development proceeds from general to specific. In all areas of development, general activities always precede specific activity.

Generality to Specificity

lasts throughout adulthood. The sexual urges repressed during latency now resurface to flow in socially approved channels, which Freud defined as heterosexual relations with persons outside the family of origin.

Genital Stage

refers to the quantitative changes in size, which include physical changes in height, weight, size, internal organs, etc

Growth

One or surrounding environment can encourage or can hinder the energy of a child, but the drive force that pushes a child to grow is carried inside him.

Growth comes from within

Each child grows in his own personal manner. He/she should be permitted to grow at his/her own rate. If we expects too much, he/she may does even less than he/she is able to do.

Growth is a personal matter

Approach to the study of cognitive development by observing and analysing the mental processes involved in perceiving and handling information.

HE INFORMATION-PROCESSING APPORACH

inborn traits or characteristics inherited from the biological parents.

Heredity

Changes in number or amount, such as in height, weight, size of vocabulary, or frequency of communication

Quantitative Change

A group of people strongly influenced by a major historical event during their formative period.

Historical generation

The pattern of movement or change that begins at conception and continues through the life span. Development includes growth and decline

Human Development

possible explanations for phenomena; used to predict the outcome of the research.

Hypothesis

newborns are governed by it, which operates under pleasure principle—the drive to seek immediate satisfaction of their needs and desires

ID

Instinctive form of learning in which, during a critical period in early development, a young animal forms an attachment to the first moving object it sees, usually the mother

Imprinting

CRITICAL OR SENSITIVE PERIOD

Imprinting, critical period, plasticity, sensitive period.

Learning based on association of behavior with its consequences.

Operant Conditioning

- to optimize development, and apply their theories to help people in practical situations (e.g. help parents develop secure attachments with their children).

Optimize

Babies whose needs are not met during the oral stage, when feeding is the main source of pleasure, may grow up to become nail-biters or smokers

Oral Stag

Model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages;

Organismic Model

Boys develop sexual attachment to their mothers, and girls to their fathers, and they have aggressive urges toward the same-sex parent, whom they regard as a rival. Freud called these developments the Oedipus and Electra complexes.

Phallic Stage

growth of body and brain, including patterns of change in sensory capacities, motor skills, and health.

Physical Development

the changes in size, shape, and physical maturity of the body, including physical abilities and coordination

Physical Development

Range of modifiability of performance.

Plasticity

The directional sequence of development during both prenatal and postnatal stages may either be (i) from head to foot, or (ii) from the central axis to the extremities of the body

Proximodistal Pattern

pattern of change in emotions, personality, and social relationships.

Psychosocial Development

process by which a behavior is weakened, decreasing the likelihood of repetition.

Punishment

Discontinuous changes in kind, structure, or organization.

Qualitative Change

process by which a behavior is strengthened, increasing the likelihood of repetition.

Reinforcement

Freud believed that people are born with biological drives that must be redirected to make it possible to live in society

SIGMUND FREUD: PSYCHOSEXUAL DEVELOPMENT

Theory that behaviors are learned by observing and imitating models. Classic social learning theory maintains that people learn appropriate social behavior chiefly by observing and imitating models—that is, by watching other people.

SOCIAL COGNITIVE THEORY (Albert Bandura)

1.Prenatal Period 2. Infancy (from birth to 2 years) 3. Early Childhood (3 to 5 years) 4. Middle and Late Childhood (6 to 12 years) 5. Adolescence (13 to 18 years) 6. Early Adulthood ( 19 to 29 years) 7. Middle Adulthood (30 to 60 years) 8. Late Adulthood (61 years and above)

STAGES OF DEVELOPMENT

- includes the conscience and incorporates socially approved "shoulds" and "should nots" into the child's value system.

SUPERGO

Times in development when a person is particularly open to a certain kinds of experiences.

Sensitive Period

Every species, whether animal or human, follows a pattern of development peculiar to it. This pattern in general is the same for all individuals. All children follow a development pattern with one stage leading to the next.

Sequentiatity

he process of gaining the knowledge and skills needed to interact successfully with others.

Social Development

Combination of economic and social factors describing an individual or family, including income, education, and occupation.

Socioeconomic Status

implies personality traits present during infancy endure throughout the lifespan. In contrast, change theorists argue that personalities are modified by interactions with family, experiences at school, and acculturation

Stability

1. Theories produce hypotheses 2. Generate discoveries 3. Offer practical guidance

THREE THINGS THAT THEORIES DO

Normative, Nonnormative, historical generation, cohort

The Historical Context

set of logically related concepts or statements that seek to describe and explain development and to predict the kinds of behavior that might occur under certain conditions.

Theory

Influences on Development

heredity, environment, maturation