Psychology Chapter on Developmental Psychology

The part of the mind that operates below the level of awareness, influencing behavior and mental processes.

The part of the mind that we are consciously aware of, also influencing behavior and mental processes.

The study of how genetics and behavior are interconnected.

A person's unique genetic makeup, determined by the combination of genes inherited from their parents.

The observable characteristics of an individual, influenced by both genotype and environment.

Traits controlled by genes located on the X chromosome. Males are more likely to express these traits because they have only one X chromosome, while females are carriers if only one X chromosome carries the gene.

A behavioral pattern where individuals prioritize personal goals and independence over the needs of the group.

A behavioral pattern where individuals prioritize group goals and interdependence over individual needs.

Studies that analyze the concordance rates of traits between monozygotic (identical) and dizygotic (fraternal) twins to understand the role of genes and environment in behavior.

Studies that examine the characteristics of adopted individuals and compare them to their biological and adoptive parents to determine the influence of genetics and environment.

A disorder characterized by difficulties in social interaction, communication, and repetitive behaviors.

Brain cells that activate when performing an action and when observing someone else performing the same action.

A strong emotional bond between an infant and their caregiver.

Distress displayed by an infant when their caregiver leaves their immediate environment.

Fear of strangers commonly displayed by infants.

A critical period in early development where animals form strong attachments to the first moving object they encounter.

A research method used to assess the quality of attachment between infants and caregivers.

A type of attachment where infants feel secure when their caregiver is present, distressed when they leave, and easily comforted on their return.

A parenting style characterized by strict rules, severe punishments, and a focus on obedience. Children raised in this style may develop insecure attachment and have difficulty with autonomy.

A parenting style characterized by few rules, minimal discipline, and a focus on the child's freedom. This can lead to insecure attachment due to lack of structure and guidance.

A parenting style characterized by clear rules, reasonable consequences, and open communication. This is considered the most beneficial style, promoting secure attachment and healthy development.

The biological basis of personality, describing an individual's innate style of interacting with the world. Temperament influences attachment quality.

A temperament characterized by predictability, adaptability, and easygoingness. This temperament often results in secure attachment.

A temperament characterized by irregular patterns, difficulty adapting, and intense emotional reactions. This temperament often leads to insecure attachment.

A temperament characterized by initial hesitancy and slow adaptation, eventually becoming more comfortable with new experiences.

A theory of psychosocial development that emphasizes the importance of social interactions and relationships in shaping personality throughout the lifespan. Each stage represents a crisis that needs to be resolved.

This stage (ages 0-1) focuses on the development of trust in the caregiver and the world. If a child's needs are consistently met, they develop trust. If neglected, the child may develop mistrust.

During this stage (ages 1-3), children learn to assert their independence. Encourage their attempts at autonomy, even if they make mistakes. If their independence is stifled, they might feel ashamed or doubt their abilities.

In this stage (ages 3-5), children learn to initiate activities and take on leadership roles. If they are given opportunities to play and explore, they develop initiative. If their efforts are constantly discouraged, they may feel guilty about asserting themselves.

This stage (ages 5-12) corresponds to the development of competence and skills during school years. Success in this stage is marked by a sense of accomplishment and industry. Failure can lead to feelings of inferiority and inadequacy.

This stage (ages 12-18) is about developing a sense of self and understanding where you fit in the world. Experimenting and finding your identity is crucial. If you struggle with finding your place, you may experience role confusion, feeling lost and unsure.

This stage (ages 18-40) focuses on forming meaningful, intimate relationships with others. Without a strong sense of identity from the previous stage, a person might struggle with intimacy and closeness. This can lead to isolation and a lack of connection.

During this stage (ages 40-65), individuals focus on contributing to society and the next generation. Successful completion of this stage leads to a sense of fulfillment and purpose. If you fail to find meaning or purpose, you may experience stagnation and dissatisfaction with your life.

This final stage (ages 65+) focuses on reflecting on your life and finding meaning in your experiences. Success in this stage leads to a sense of integrity and peace. If you feel your life lacked purpose or meaning, you may experience despair and regret.

The first 8 weeks of prenatal development, during which the embryo's most vital organs and systems begin to form.

The period from week 9 of prenatal development until birth, where organs and systems continue to mature and prepare the fetus for life outside the womb.

Substances that can harm a developing embryo or fetus. These can be chemicals, viruses, or even certain medications.

A condition caused by prenatal alcohol exposure, leading to intellectual disability, growth delays, facial abnormalities, and learning difficulties.

The period encompassing the time around birth, typically extending a few months after.

A decrease in responsiveness to a repeated stimulus. It's a fundamental form of learning in newborns.

The ability to see fine details, which newborns lack. They can only distinguish movement and large objects.

A newborn's ability to turn their head and open their mouth in response to a touch on their cheek.

A natural response of sucking rhythmically when something is put in the baby's mouth.

A reflex where a baby's toes fan out and then curl when the sole of their foot is stroked. Its absence can indicate a neurological issue.

A reflex where a baby throws their arms out, arches their back, and brings their arms back in, often triggered by a loud noise or sudden change in position.

A reflex where a baby curls their fingers strongly around an object placed in their palm.

The genetically controlled biological processes that allow for orderly changes in behavior, largely influenced by nature.

A mental framework that helps organize knowledge and experiences, evolving as we age.

The process of fitting new information into an existing schema.

The process of changing an existing schema or creating a new one to accommodate new information.

Piaget's stage of cognitive development where infants gain knowledge through senses and motor actions, developing skills like object permanence.

Piaget's stage where preschoolers use symbols (like language and pretend play) but lack logic and reasoning abilities, often exhibiting animism and egocentrism.

Piaget's stage where school-aged children gain logical thinking but remain limited to concrete, physical experiences.

Piaget's stage where adolescents acquire abstract thinking, hypothetical reasoning, and problem-solving skills like scientists.

The range of tasks a child can accomplish independently versus with the help of a mentor.

The ability to understand and infer others' mental states, including beliefs, desires, and intentions.