The science of psychology (Kap 12)

critical period age range during which certain experiences must occur for development to proceed normally or along a certain path

sensitive period an optimal age range for certain experiences; if those experiences occur at another time, normal (typical) development may still be possible

cross-sectioned design compares people of different ages at the same point in time

cohort a group of people who have shared the same historical event by virtue of their being the same age

cohort effect differences in abilities or experiences of groups of people who were born at different point in history

longitudinal design repeatedly tests the same cohort as it grows older

sequential design combines the cross-sectional and longitudinal approaches

microgenetic design a longitudinal method that measures change across short time spans

zygote fertilized egg

embryo develops from the end of week 2 through to week 8 after conception

foetus develops from week 9 after conception until birth

epigenetics study of changes in gene expression due to environmental factors and independent of the DNA

teratogens agents that cause abnormal prenatal development

foetal alcohol syndrome a disorder of the developing foetus caused by the ingestion of alcohol by the foetu´s mother during gestation; it is characterized by stunted growth, a number och physical and physiological abnormalities and, often, mental retardation

foetal alcohol spectrum disorders (FASD) a group of abnormalities that results from varying kinds of prenatal exposureto alcohol

reflexes automatic, inborn behaviour that occur in response to specific stimuli

cephalocaudal trajectory the tendency for development to proceed in a head-to-foot direction

proximaldistal trajectory development begins along the innermost parts of the body and continues towards the outermost parts

schemas organized patterns of thought and action

assimilation the process by which new experiences are incorporated into existing schemas

accommodation the process by which new experiences cause existing schemas to change

sensorimotor stage infants understand their world primarily through sensory experiences and physical (motor) interactions with objects

object permanence an object continues to exist in a particular place even when it is no longer visible

pre-operational stage the atage in which children represent the world symbolically through words and mental images but do not yet udnerstand basic mental operations or rules

conversation the principle that basic properties of objects, such as their volume, mass or quantity, stay the same (are ´conserved´) even though their outward appearence may change

egocentrism difficulty in veiwing the world from someone else´s perspective

concrete operational stage can perform basic mental operations concerning problems that involve tangible (i.e., ´concrete´) objects and situations

formal operational stage individuals are able to think logically and systematically about both concrete and abstract problems, form hypotheses, and test them in a thoughtful way

zone of proximal development (ZPD) the difference between what a child can do independently and what a child can do with assistance from adults or more advanved peers

metacognition an ability to reflect on cognitive processes such as memory

theory of mind a persons´s beliefs about the ´mind´ and the ability to understand mental states

puberty a period of rapid maturation in which the person becomes capable of sexual reproduction

adolescent egocentrisim a self-absorbed and disorted view of one´s uniqueness and importance

senile dementia dementia that begins after age 65

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