psych chapter 9 lifespan development (ivy)

parents make few demands and rarely use punishment

innate traits that influence how one thinks, behaves, and reacts with the environment

characterized by the child using the parent as a secure base from which to explore 

child’s tendency to show clingy behavior and rejection of theparent

inborn automatic response to a particular form of stimulation that all healthy babies have 

parents give children reasonable demands and consistent limits, express warmth and affection

organs specifically needed for reproduction

beginning of menstrual period; around 12–13 years old 

biological, chemical, or physical environmental agent damage to the developingembryo or fetus 

view that development takes place in unique stages, which happen at specific times or ages

concept (mental model) that is used to help us categorize and interpretinformation

Period of development that begins at puberty and ends at early adulthood

adjustment of a schema by adding information similar to what is already known

medical care during pregnancy that monitors the health of both the mother and the fetus

approximate ages at which children reach specific normative events

time during fetal growth when specific parts or organs develop

multi-cellular organism in its early stages of development

Freud's process on erogenous zones of the body as humans move through five stages of life

maturing of the adrenal glands

maturing of the sex glands

first male ejaculation

parental presence that gives the infant a sense of safety as he explores hissurroundings 

service that provides a death with dignity

physical signs of sexual maturation that do not directly involve sexorgans

study of development using norms, or average ages

third stage in Piaget's theory of cognitive development

ability to take the perspective of others and to feel concern for others

domain of lifespan development that examines learning, attention, memory, and reasoning

Adjustment of a schema by changing a schema to accommodate new information 

use of muscles in fingers, toes, and eyes to coordinate small actions 

domain of lifespan development that examines emotions, personality, andsocial relationships 

process proposed by Kohlberg; humans move through three stages of moraldevelopment

environment and culture

parents place a high value on conformity and obedience and express little warmth to the child

social support/ dwindle in number, but remain as close, ifnot more close than in earlier years 

development that examines growth and changes in the bodyand brain, the senses, motor skills

when a sperm fertilizes an egg and forms a zygote

long-standing connection or bond with others

preoperational child’s difficulty in taking the perspective of others 

genes and biology

even if you change the appearance of something it is still equal in size 

first stage in Piaget’s theory of cognitive development; from birth through age 2,

characterized by child's unresponsiveness to parent, does not use the parents as a secure base

use of large muscle groups to control arms and legs for large body movements

process of cell division

principle that objects can be changed, then returned back to their original form orcondition 

view that development is a cumulative process: gradually improving on existing skills

characterized by the childs odd behavior when faced with the parent often seen with abused kids

structure connected to the uterus that provides nourishment and oxygen to the developingbaby

ability to move our body and manipulate objects

idea that even if something is out of sight, it still exists

lifespan development from 18 years old to the mid-20s

final stage in Piaget’s theory of cognitive development; from age 11 and up

second stage in Piaget’s theory of cognitive development; from ages 2 to 7