unit 6

a branch of psychology that studies physical, cognitive, and social change throughout the life span

nature vs nurture
continuity vs stages
stability vs change

the fertilized egg
it enters a 2 week period of rapid cell division and develops into an embryo

the deveoping human organism from about 2 weeks after fertilization through the 2nd month

the developing human organism from 9 weeks after conception to birth

"monster makers"
agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm

physical/cognitive abnormalities in children caused by a pregnant woman's heavy drinking

decreasing responsiveness with repeated stimulation
as infants gain familiarity with repeated exposure to a stimulus, their interest wanes and they look away sooner

biological growth processes that enable orderly changes (in a natural order) in behavior, relatively unaffected by experience

frontal lobes (rational planning) from 3-6

association areas

hippocampus and frontal lobes

all the mental activities associated with thinking, knowing, remembering, and communicating

a concept or framework that organizes and interprets information

interpreting new experience in terms of existing schemas

adapting schemas to incorporate new information

birth-2
infants know the world through their senses and actions

(around 6-8 months)
the awareness that things continue to exist even when not perceived

2-6/7
child learns how to use language, but not yet to comprehend mental operations or logic

thr principle that quantity remains the same despite changes in shape

the acting out of stories which involve multiple perspectives, the playful manipulation of ideas/emotions, and the use of symbols

seeing a model as a symbol or real item

the preoperational child's difficulty to take another's point of view

people's ideas about their own and others' mental states: feelings, perceptions, thoughts, and behaviors

7-11
children gain the mental operations that enable them to think logically about concrete events

starts to enjoy playson words, stupid jokes, and magic

12-
people begin to think logistically about abstract concepts

imagines realities and symbols

children can ponder hypothetical propositions and deduce consequences
aka: formal operational thinking

studied social interactions
how the child's mind grows through interaction with the social environment

a framework that offers children temporary support as the develop higher levels of thinking

the zone between what a shild can and cannot do

a disorder that appears in childhood and is marked by significant deficiencies in communication/social interaction and by fixated interest and repetitive behaviors
poor commmunication in brain regions that work to see others' perspectives
underconnectivity: fewr than normal fiber tracts connecting the front of the brain to the back

formed through touch
an emotional tie with another person; shown in young children by their seeking closeness to their caregiver and showing distress on separation

the fear of strangers displayed starting around 8 months

anxiety from a caregiver leaving, peaks at around 13 months

none for attachment in humans
an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development

studied by Konrad Lorenz
the process by which certain animals form strong attachments during early life (following only the mother)

infants who explore environments in the presence of their caregiver
show temporary distress when caregiver leaves and comfort when they return)

infants who display either anxious or avoidant attachment to their caregiver

a person's characteristic emotional reactivity and intensity

a sense that the world is predictable and trustworthy
form in infancy wth appropriate ecperiences with response caregivers

around age 12
all of our thoughts and feelings about ourselves

around 18 months
when we recognize ourselves in the mirror

authoritarian: coercive, impose rules and expect obedience
permissive: unrestraining, make few demands, set few limits, use little punishment
negligent: undivided, neither demanding nor responsive
authoritative: confrontive, both demanding and responsive

the biologically influenced characteristics by which people define male and female

the socially influenced characteristics by which people define man/woman or girl/ boy

any physical or verbal behavior intended to harm someone physically or emotionally

an act of aggression intended to harm someone's relationship or social standing

females are more concerned with making connections than developing an independent identity

a set of expectations (norms) about a social position, defining how those in the position ought to behave

a set of expected behaviors, attitudes, and traits for males/females

our sense of being male, female, or some combination of the two

the theory that we learn social behavior by observing and imitating and by being rewarded or punished

the acquisition of a traditional masculine/feminine role

displaying both traditional masculine and feminine psychological characteristics

people whose gender identity or expression differs from that associated with their sex at birth

rats living in an enriched environment have increased brainpower

the transition period from childhood to adulthood

frontal lobes (through about 25)

the development of moral reasoning

level 1: pre-conventional morality (right and wrong are determined by rewards and punishment)
level 2: conventional morality (views of others matter. avoidance of blame, seeking approval
level 3: post-conventional morality (abstract notions of justice. rights of others can override obedience to laws/ rules)

morality is rooted in moral intuitions (quick immidieate reactions/feelings)

Erik Erikson
each stage of life has a crisis that needs resolution

our sense of self
solidified in adolescents by testing/integrating various roles

the "we" aspect of our self concept in group memberships

1st year: trust vs. mistrust
2nd year: autonomy vs. doubt
3rd-5th: initiative vs guilt
6th year-puberty: industry vs inferiority
adolescence: identity vs. confusion
early adulthood: intimacy vs. isolation
middle age: generativity vs. self-absorption
aging years: integrity vs. despair

the ability to form close, loving relationships

18-mid 20s
people are no longer adolescents, but have not yet acheived independence as adults

both male (1) and female (2)

male (1)

the most important male sex hormone
present in males and females, but the additional amount in males stimulates the growth of sex organs

the body structures that make sexual reproduction possible

nonreproductive sexual traits

the male's first ejaculation (by about 14)

the first menstrual period (around 12.5)

a condition present a birth due to unusual combinations of male and female chromosomes, hormones, and anatomy
possessing biological sexual characteristics of both sexes

acquired immune deficiency syndrome
a life-threatening STI caused by the human immunodeficiency virus (HIV) that depletes the immune system, leaving the person vulnerable to infections

communication about birth control
impulsivity
alcohol use
mass media

high intelligence
religious engagement
father presence
service learning participation

the direction of our enduring sexual attraction
neither willfully chosen nor changed

2nd trimester prenatal

the time of natural cessation of menstruation
the biological changes as a female's ability to reproduce declines

better young
remembering to do something

different ages at the same point in time

follows/ retests the same people over time

mental ability is more tied to closeness to a natural death than to age

acquired disorders marked by cognitive deficits
mental erosion

the culturally preferred timing of social events such as marraige, parenthood, or retirement

deflections from a social clock
-meet stories

intimacy: forming close relationships
generativity: being productive and supporting future generations