| developmental psychology | the kind of verbal utterances in which words are left out: but the meaning is usually dear |
| grasping reflex | the internally programmed growth of a child |
| maturation | an infant’s response in turning toward the source of touching that occurs anywhere around his or her mouth |
| rooting reflex | an infant’s clinging response to a touch on the palm of his or her hand |
| telegraphic speech | the study of changes that occur as an individual matures |
| b'l |
| Accommodation | a spedfic time in development when certain skills or abilities are most easily learned |
| Assimilation | inherited tendendes or responses that are displayed by newborn animals when they encounter new stimuli in their environment |
| Conservation | a young child’s inability to understand another person’s perspective |
| critical period | the prindple that a given quantity does not change when its appearance is changed |
| Egocentric | the intellectual ability of a child to picture something in his or her mind |
| Imprinting | a child’s realization that an object exists even when he or she cannot see or touch it |
| object permanence | the adjustment of one’s schemas to indude newly observed events and experiences |
| representational thought | the process of fitting objects and experiences into one’s schemas |
| schema | a conceptual framework a person uses to make sense of the wodd |
| c) |
| authoritarian family | children's play that involves assuming adult roles, thus enabling the child to experience different points of view |
| democratic/authoritative family | the process of redirecting sexual impulses into learning tasks |
| Identification | the process by which a child adopts the values and principles of the same-sex parent |
| permissive/laissez- faire family | the process of learning the rules of behavior of the culture within which an individual is bom and will live |
| role taking | children and adolescents have the final say; parents are less controlling and have a nonpunishing, accepting attitude toward children |
| Socialization | children and adolescents participate in decisions affecting their lives |
| Sublimation | parents attempt to control shape, and evaluate the behavior and attitudes of their children and adolescents in accordance with a set code of conduct |
Think about how infants learn new skills as their bodies grow. Next to each skill, write the age when children normally learn that skill.
| | Skill | Months | Skill | Months |
| | 1. Raise head | | 7. Pull self to standing position | |
| | 2. Roll over | | 8. Walk holding on to furniture | |
| | 3. Smile | | 9. Crawl | |
| | 4. Sit with support | | 10. Stand alone | |
| | 5. Grasp objects | | 11. Walk | |
| | 6. Sit without support | | |
Think about the key steps in cognitive and emotional development. Draw a line to match each principle on the left with its example on the right.
| | Principle | Example |
| | 1. object | A. A gosling sees a man soon after |
| | permanence | birth and follows the man wherever he |
| | 2. representational | goes. |
| | thought | B. A child is able to solve a math |
| | 3. conservation | word problem. |
| | 4. formal | C. A child sees another child throw a |
| | operations stage | temper tantrum. The next dav, the child |
| | 5. imprinting | imitates the tantrum. When water is poured from one jar to another, a child no longer thinks the amount of water has changed. When a child sees vou hide her ball, she looks for it in the last place she saw you put it. |
Think about the different theories of social development. Record the name of the theory that goes with each main idea presented.
| Main Idea | Theory of Social Development |
| 1. Children learn right from wrong as thev learn to control their powerful sexual and aggressive impulses. | 1. |
| 2. Social approval is important to development. Development is a lifelong interactive process. | 2. |
| 3. Social development is a matter of conditioning and imitation. | 3. |
| 4. Social development is the result of children trying to make sense of their experiences and the world around them. | 4. |
Think about the ways that parents and peers influence adolescents. Also think about the warning signs of adolescents in trouble.
| | | |
| | Influences of Parents | Influences of Peers | Signs of Trouble |
| | 1. | | |
| | 2. | | |
| | 3. | | |
| | 4. | | |
