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| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Developmental Psychology | Study of change/stability over time | Focus on time as a variable |
| Intraindividual Change | Changes within an individual | Child's number concept development |
| Interindividual Differences | Variations between individuals | Different rates of language acquisition |
| Maturation | Genetically driven changes | Physical growth during puberty |
| Learning | Changes due to experience | Acquiring reading skills |
| Socialization | Becoming a member of society | Learning cultural norms |
| General Developmental Theorem | Interaction of heredity, environment, active individual | Intelligence influenced by genes & environment |
| Chronological Age | Time elapsed since birth | A 5-year-old child |
| Developmental Stage | Specific level of functioning | Piaget's stages of cognitive development |
| Sensitive Period | Time window for specific experiences | Language acquisition in early childhood |
| Continuous Development | Quantitative changes | Physical growth in height |
| Discontinuous Development | Qualitative changes | Piaget's stages of cognitive development |
| Nature-Nurture Debate | Relative contributions of heredity and environment | Twin studies on intelligence |
| Epigenetics | Environmental influence on gene expression | Impact of nutrition on development |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Piaget's Stages | Cognitive development stages | Conservation tasks demonstrate stage differences |
| Schemas | Mental frameworks for organizing knowledge | Child's understanding of "dog" |
| Assimilation | Incorporating new information into existing schemas | Calling a cat "dog" |
| Accommodation | Modifying schemas to fit new information | Differentiating between dogs and cats |
| Equilibration | Balancing assimilation and accommodation | Cognitive growth |
| Freud's Id | Unconscious drives and desires | Infant's need for immediate gratification |
| Freud's Ego | Rational part of personality | Mediating between id and superego |
| Freud's Superego | Moral conscience | Internalizing societal rules |
| Erikson's Psychosocial Stages | Development across lifespan | Trust vs. mistrust in infancy |
| Ethological Approach | Innate behaviors and survival value | Lorenz's imprinting studies |
| Bowlby's Attachment Theory | Importance of early relationships | Secure base behavior |
| Classical Conditioning | Learning through association | Pavlov's dog experiment |
| Operant Conditioning | Learning through consequences | Reinforcement and punishment |
| Social Learning Theory | Learning through observation and imitation | Bandura's Bobo doll experiment |
| Three-Store Model of Memory | Sensory register, short-term/working memory, long-term memory | Atkinson & Shiffrin model |
| Vygotsky's Sociocultural Theory | Social interaction and culture in development | Zone of Proximal Development |
| Zone of Proximal Development | Difference between what a learner can do alone and with help | Scaffolding |
| Bronfenbrenner's Ecological Systems Theory | Multiple interacting systems | Microsystem, mesosystem, exosystem, macrosystem |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Observation | Observing behavior in natural settings | Observing children's play |
| Self-Reports | Interviews and questionnaires | Assessing attitudes and beliefs |
| Standardized Tests | Comparing individuals to norms | Intelligence tests |
| Cross-Sectional Design | Examining different age groups at one time | Comparing reading skills of 6-year-olds and 8-year-olds |
| Longitudinal Design | Following the same group over time | Tracking language development from infancy to preschool |
| Sequential Design | Combining cross-sectional and longitudinal approaches | Studying multiple cohorts over time |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Puberty | Physical maturation | Timing of menarche in girls |
| Social Cognition | Understanding social information | Theory of mind |
| Friendship | Reciprocal relationships | Sharing and support |
| Peer Groups | Social categories | Cliques and crowds |
| Prosocial Behavior | Helping others | Sharing toys |
| Antisocial Behavior | Harming others | Bullying |
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