Term
| The Importance of Studying Life-Span Development |
|
Definition
| Studying Life-span helps prepare us to take responsibility for children, gives us insight about our own lives, and gives us knowledge about the future as we age. |
|
|
Term
| Characteristics of The Life Span |
|
Definition
Development is life-long, multidimensional, multidirectional, and plastic.
It involves growth, maintenance, and regulation. |
|
|
Term
|
Definition
| Too much emphasis is placed on chronological age. A full study of age includes consideration of; chronlogical, biological, psychological and social age. Chronological age is a weak predictor of development in adulthood. |
|
|
Term
|
Definition
| The number of years that have elapsed since birth eg. 20 years old. |
|
|
Term
|
Definition
| A person's age in terms of biological health. The younger a person's biological age, the longer they can expect to live from that point. |
|
|
Term
|
Definition
| An individual's adaptive capacities compared with those of other individuals of the same chronological age. |
|
|
Term
|
Definition
| Social roles and expectations related to a person's age. |
|
|
Term
|
Definition
| Do we imitate or past as we move on into the future, or do we adapt and change ourselves as time goes on. Is development determined more by early or later experiences? |
|
|
Term
|
Definition
| Development either is always taking places (continuity), or happens abruptly in small bursts (discontinuity). |
|
|
Term
|
Definition
| Describe development as primarily unconscious and heavily colored by emotion. Behavior is merely a surface characteristic, and the symbolic workings of the mind have to be analyzed to understand behavior. Early experiences with parents are emphasized. |
|
|
Term
|
Definition
| Includes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved. |
|
|
Term
|
Definition
| States that children actively construct their understanding of the world and go through four stages of cognitive development. |
|
|
Term
|
Definition
| A sociocultural cognitive theory that emphasizes how cultures and social interaction guide cognitive development. |
|
|
Term
|
Definition
| The view of psychologists who emphasize behavior, environment, and cognition as the key factors in development. |
|
|
Term
|
Definition
| Stresses that behavior is strongly influenced by biology, is ties to evolution, and is characterized by critical or sensitive periods. |
|
|
Term
|
Definition
| Focuses on development as it occurs throughout 5 systems; Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem. |
|
|
Term
|
Definition
| Represent the underlying genetic information. |
|
|
Term
|
Definition
| Observable traits or characteristics. |
|
|
Term
|
Definition
| Threadlike Structures made up of DNA |
|
|
Term
|
Definition
| A complex molecule that contains genetic information and has a double helix shape. |
|
|
Term
|
Definition
| Units of hereditary information composed of DNA. Genes direct cells to reproduce themselves and assemble the proteins that maintain life. |
|
|
Term
|
Definition
| Cellular reproduction in which the cell's nucleus duplicates itself with two new cells being formed, each containing the same DNA as the original cell, arranged in the same 23 pairs of chromosomes. |
|
|
Term
|
Definition
| A chromosomally transmitted from of mental retardation caused by the presence of an extra copy of chromosome 21. |
|
|
Term
| Sex-Linked Chromosomal Abnormalities |
|
Definition
| Involve something wrong with the XY chromosome. Either an extra X or or a damaged X or Y. |
|
|
Term
|
Definition
| The period of prenatal development that takes place in the first two weeks after conception. It includes the creation of the zygote, continues cell division, and the attachment of the zygote to the wall of the uterus. |
|
|
Term
|
Definition
| The period of prenatal development that occurs from two to eight weeks after conception. During the embryonic period, the rate of cell differentiation intensifies, support systems for the cells forms, and organs appear. |
|
|
Term
|
Definition
| Process of organ formation that takes place fdu |
|
|
Term
| Passive genotype-environment correlations |
|
Definition
| Occur when biological parents, who are genetically related to the child, provide a rearing environment. |
|
|
Term
|
Definition
| Any agent that can potentially cause a birth defect or negatively alter cognitive and behavioral outcomes. |
|
|
Term
|
Definition
| Antibiotics, depressants, hormones . Asprin, caffeine, alcohol, marijuana, |
|
|
Term
|
Definition
| Occurs in three stages. The first can last between 12-24 hours. The cervix dilates to about 4 inches. Second is when the baby's head emerges. Third is the afterbirth. |
|
|
Term
|
Definition
| The Apgar was used but not the NBAS examines the newborn's neuolofical development, reflexes, and reactions to people. |
|
|
Term
|
Definition
| Top grows the fastest. Head to feet. Early Childhood. |
|
|
Term
|
Definition
| Growth starts at the center and works its way towards the extremities. |
|
|
Term
|
Definition
| Changes that occur between the age of 6-9. |
|
|
Term
|
Definition
| Involves sexual maturity. It's puberty. |
|
|
Term
|
Definition
| Sustained activity that stimulates heart and lung functioning. |
|
|
Term
|
Definition
| Increased longevity, prevention of chronic disease, improved treatment, |
|
|
Term
|
Definition
| A theory proposed that seeks to explain how infants assemble motor skills for perceiving and acting. |
|
|
Term
|
Definition
| Infants can distinguish some color by 8 weeks of age. At 3 months infants and get size and shape. At around 40, vision decreases. |
|
|
Term
|
Definition
| Actions or Mental representations that organize knowledge. |
|
|
Term
|
Definition
| Using old knowledge to better understand new knowledge. |
|
|
Term
|
Definition
| Adapting old knowledge to fit new knowledge. |
|
|
Term
|
Definition
| grouping isolated behaviors and thoughts into a higher-order, more smoothly functioning cognitive system. |
|
|
Term
|
Definition
| How children shift from one stage of thought to the next. |
|
|
Term
|
Definition
| Infants begin to understand the world by physically acting based on their sensory perceptions. |
|
|
Term
|
Definition
| When an object leaves a person's presence, it still exists in their memory. Out of sigh, NOT out of mind. |
|
|
Term
|
Definition
| Children develop much more through social interaction. |
|
|
Term
|
Definition
| Changing the level of support during one teaching session. |
|
|
