DSST Lifespan Developmental Psychology key terms

The process of informing research participants or therapy clients about procedures, risks, benefits, and alternatives, and obtaining their voluntary agreement; requires special safeguards for minors and individuals with cognitive impairment.

A minor's or cognitively impaired person's agreement to participate, obtained in addition to guardian consent, using language they can understand; respects autonomy while acknowledging limited legal capacity.

The ethical obligation to protect private information shared in research or clinical settings, disclosing it only with permission or when legally required (e.g., danger to self or others).

Any environmental agent (e.g., alcohol, certain drugs, radiation, infections) that can cause damage to a developing embryo or fetus during prenatal development; effects depend on timing, dose, and genetic susceptibility.

A limited time window during development when an organism is especially sensitive to certain environmental influences; if the necessary experience is absent, typical development may not occur.

A time of heightened responsiveness to specific experiences, but with greater potential for recovery than a critical period; often applied to language and social development.

A pattern of physical and cognitive abnormalities (e.g., facial dysmorphology, growth retardation, intellectual disability) caused by maternal alcohol consumption during pregnancy; a leading preventable cause of developmental disability.

The understanding that objects continue to exist even when they are out of sight; typically develops during infancy, marking a key milestone in Piaget's sensorimotor stage.

The understanding that certain properties of an object (e.g., volume, number, mass) remain the same despite changes in its appearance or arrangement; typically achieved in Piaget's concrete operational stage.

In Piaget's theory, the inability to distinguish one's own perspective from others', common in early childhood; also refers to difficulty taking another's viewpoint in social contexts.

The ability to attribute mental states (beliefs, desires, intentions) to oneself and others, and to understand that others may hold false beliefs; typically emerges around age 4.

Piaget's first stage of cognitive development (birth to about 2 years), in which infants learn through sensory experiences and motor actions, progressing from reflexive behavior to goal-directed activity and object permanence.

Piaget's second stage (about 2 to 7 years), characterized by symbolic thought, egocentrism, and lack of conservation; children begin to use language and pretend play but reason intuitively.

Piaget's third stage (about 7 to 11 years), when children can think logically about concrete events, understand conservation, and classify objects, but still struggle with abstract reasoning.

Piaget's final stage (about 12 years onward), marked by abstract, hypothetical, and systematic reasoning; adolescents can consider possibilities and test ideas mentally.

In Vygotsky's theory, temporary support provided by a more knowledgeable person to help a learner accomplish a task within their zone of proximal development; support is gradually withdrawn as competence increases.

The gap between what a learner can do independently and what they can do with guidance from a more capable person; instruction is most effective when aimed at this zone.

A learning process in which a neutral stimulus comes to elicit a response after being paired with a stimulus that naturally produces that response; associated with Pavlov.

A learning process in which behavior is strengthened or weakened by its consequences (reinforcement or punishment); associated with Skinner.

A consequence that increases the likelihood of a behavior; positive reinforcement adds a desirable stimulus, while negative reinforcement removes an aversive stimulus.

A consequence that decreases the likelihood of a behavior; positive punishment adds an aversive stimulus, while negative punishment removes a desirable stimulus.

The gradual weakening and disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus, or when reinforcement is no longer provided.

A strong emotional bond that forms between an infant and caregiver, influencing later social and emotional development; assessed through patterns such as secure, avoidant, ambivalent, and disorganized.

A laboratory procedure developed by Mary Ainsworth to assess infant attachment by observing reactions to brief separations and reunions with the caregiver; classifies attachment as secure, avoidant, ambivalent, or disorganized.

Distress experienced by infants and young children when separated from attachment figures; typically emerges around 6–8 months and peaks in toddlerhood.

A fear of unfamiliar people that typically emerges around 6–9 months of age as infants develop the ability to distinguish familiar from unfamiliar faces.

Innate, biologically based differences in behavioral style and emotional reactivity (e.g., easy, difficult, slow-to-warm-up) that appear early in life and influence later personality.

The match between a child's temperament and the demands and expectations of the environment (e.g., parenting style); a good fit promotes healthy adjustment.

Erikson's psychosocial stage of adolescence (roughly 12–18 years), in which the central task is forming a coherent sense of self and goals; failure results in confusion about one's identity.

Erikson's psychosocial stage of middle adulthood, focused on contributing to the next generation through parenting, mentoring, or productive work; failure leads to stagnation and self-absorption.

Erikson's eight-stage theory of development, each defined by a crisis that must be resolved; successful resolution fosters a healthy personality and prepares the individual for the next stage.

A parenting style high in warmth and responsiveness but also high in behavioral expectations and clear communication; associated with the most positive child outcomes.

A parenting style low in warmth and high in control, emphasizing obedience and strict rules with little explanation; associated with lower self-esteem and poorer social skills in children.

A parenting style high in warmth but low in control, with few demands or boundaries; children may show poor self-regulation and difficulty with authority.

A framework describing predictable stages families pass through (e.g., leaving home, marriage, childrearing, launching children, later life), each with developmental tasks and transitions.

The stage of the family life cycle following the departure of children from the home; may bring both new freedom and a sense of loss or purposelessness for parents.

A change in social roles (e.g., becoming a parent, retiring) that requires adjustment and can be a source of stress or growth; often accompanied by changing expectations and responsibilities.

A model proposing five stages of grief (denial, anger, bargaining, depression, acceptance) that dying individuals may experience; now recognized as non-linear and not universal.

The emotional, cognitive, and behavioral response to loss, which may include sadness, anger, guilt, and yearning; individual patterns vary widely in duration and intensity.

The objective situation of having lost a significant person through death, including associated mourning practices and grief reactions; distinct from grief as the emotional response.

Cognitive and behavioral efforts to manage stress, including problem-focused strategies (addressing the source) and emotion-focused strategies (regulating distress); effectiveness depends on context and controllability.

The capacity to adapt successfully in the face of adversity, trauma, or significant stress; influenced by individual traits, supportive relationships, and coping skills.

The physical and psychological response to demands that exceed an individual's perceived resources; can be acute or chronic and affects health and development across the lifespan.