Chapter 3 Understanding Human Development



Chapter 3 Understanding Human Development

1. refers to physical changes in size, such as gains in height and weight

2. the gradual increase in skills and abilities that occurs over a lifetime

3. advances in physical abilities

4. physical skills involving larger muscles of the body, such as the legs, hips, back, and arms

5. physical skills involving smaller muscles in the body, such as the hands and wrists

6. all of the actions or processes involving thought and knowledge

7. the way people change and improve in their ability to think and learn throughout life

8. development that includes the areas of relationships and feelings

9. a consistent step-by-step pattern that consistently follows one after another, as in development

prehensive explanations, based on research, about why people act and behave the way they do and how they change over time

11.a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control

12.the theory that behaviors can be associated with responses

13.the theory that states that people tend to repeat behaviors that have a positive result or are reinforced

14.physical, cognitive, social, emotional

15.advances in physical abilities, often referred to as motor skills

16.knowing, sensing, memorizing, organizing, which are cognition; development of connections between nerve cells in the brain

17.the areas of relationships and feelings; developing new skills to deal with increasing independence of childhood, the more complex social situations of adolescence, establishing an identity, adult relationships, parenting, careers, retirement, and other challenges of life

18.is relatively orderly; is a gradual, continuous process; is interrelated; varies among individuals

19.Development occurs in a predictable and organized manner—a sequence of steps that consistently follow one another

20.Most developmental changes happen slowly and are apparent over time.

21.Most development is not solely physical, cognitive, social, or emotional. Acquiring new skills typically requires gains in several of these areas.

22.Each individual’s progress is unique because so many factors affect development.

23.They can help you better understand what students are capable of doing and why. Instead of relying only on your own limited personal experiences and observations, understanding developmental theories will give you a broader picture.

24.answering the question about whether development results from nature (heredity) or nurture (environment) since heredity and environment interact in complex ways.

25.family, peers, community, media, health, nutrition, and physical activity

26.a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control; how people behave (their thoughts, feelings, and actions) depends on what they have learned through experience rather than genetics or free will

A. theory that behaviors can be associated with responses

B. theory that states that people tend to repeat behaviors that have a positive result or are reinforced

27.knowledge that people of all ages observe and imitate the behaviors of others, regardless of rewards and punishments involved; People are affected by rewards and punishments, but their reactions to them are filtered by their own perceptions, thoughts, and motivations.

28. identifying four stages of cognitive development. His studies showed that at any stage of life, thinking skills of individuals are similar. At each new stage, individuals incorporate new experiences into what they know based on skills they have developed earlier in previous stages. The stages are:

sensorimotor (infancy)

preoperational (toddler)

concrete operational (early childhood)

formal operational (adolescence and adulthood)

29. the belief that children are social beings and develop their minds through interactions with parents, teachers, and other students. He believed social interaction is critical to cognitive development.

29. the belief that personality development occurs during eight stages of life:

infancy—trust versus mistrust

toddler—autonomy versus shame and doubt

early childhood—initiative versus guilt

middle childhood—industry versus inferiority

adolescence—identity versus role confusion

young adulthood—intimacy versus isolation

middle adulthood—generativity versus self-absorption

older adulthood—integrity versus despair).

At each stage, people face and must successfully resolve a psychological or social conflict. If they do not, their unsuccessful resolution will affect future stages of their development.

31. identifying three levels of moral development.

Preconventional morality—decisions about right and wrong depend on whether you will be punished or rewarded for your behavior.

Conventional morality—decisions are motivated by society’s laws and rules and how a person who disobeys might be perceived.

Postconventional morality—based on principles such as justice and individual conscience.

32. understand the way humans learn so they can develop more effective teaching strategies

Areas of Human

1. advances in physical abilities

2. the way people change and improve in their ability to think and learn throughout life

3. development that includes the areas of relationships and feelings

4.

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