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Developmental Psychology
Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation. Developmental psychology examines the influences of nature ''and'' nurture on the process of human development, as well as processes of change in context across time. Many researchers are interested in the interactions ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Baby
In common terminology, a baby is the very young offspring of adult human beings, while infant (from the Latin word ''infans'', meaning 'baby' or 'child') is a formal or specialised synonym. The terms may also be used to refer to Juvenile (organism), juveniles of other organisms. A newborn is, in colloquial use, a baby who is only hours, days, or weeks old; while in medical contexts, a newborn or neonate (from Latin, ''neonatus'', newborn) is an infant in the first 28 days after Human birth, birth (the term applies to Preterm birth, premature, Pregnancy#Term, full term, and Postterm pregnancy, postmature infants). Infants born prior to 37 weeks of gestation are called "premature", those born between 39 and 40 weeks are "full term", those born through 41 weeks are "late term", and anything beyond 42 weeks is considered "post term". Before birth, the offspring is called a fetus. The term ''infant'' is typically applied to very young children under one year of age; however, defini ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Morality
Morality () is the categorization of intentions, Decision-making, decisions and Social actions, actions into those that are ''proper'', or ''right'', and those that are ''improper'', or ''wrong''. Morality can be a body of standards or principles derived from a code of conduct from a particular philosophy, religion or culture, or it can derive from a standard that is Universal morality, understood to be universal. Morality may also be specifically synonymous with "goodness", "appropriateness" or "rightness". Moral philosophy includes meta-ethics, which studies abstract issues such as moral ontology and moral epistemology, and normative ethics, which studies more concrete systems of moral decision-making such as deontological ethics and consequentialism. An example of normative Ethics, ethical philosophy is the Golden Rule, which states: "One should treat others as one would like others to treat oneself." Immorality is the active opposition to morality (i.e., opposition to that w ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Child Psychopathology
Child psychopathology refers to the scientific study of mental disorders in children and adolescents. Oppositional defiant disorder, attention-deficit hyperactivity disorder, and autism spectrum disorder are examples of psychopathology that are typically first diagnosed during childhood. Mental health providers who work with children and adolescents are informed by research in developmental psychology, clinical child psychology, and family systems. Lists of child and adult mental disorders can be found in the International Statistical Classification of Diseases and Related Health Problems, 10th Edition (ICD-10), published by the World Health Organization (WHO) and in the ''Diagnostic and Statistical Manual of Mental Disorders'', Fifth Edition (DSM-5), published by the American Psychiatric Association (APA). In addition, the '' Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood'' (DC: 0-3R) is used in assessing mental health and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive psychology, cognitive and behavioral psychology, behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, Affect (psychology), affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primar ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Developmental Stage Theories
In psychology, developmental stage theories are theories that divide psychological development into distinct stages which are characterized by qualitative differences in behavior. There are several different views about psychological and physical development and how they proceed throughout the life span. The two main psychological developmental theories include continuous and discontinuous development. In addition to individual differences in development, developmental psychologists generally agree that development occurs in an orderly way and in different areas simultaneously. Stage theories The development of the human mind is complex and a debated subject, and may take place in a continuous or discontinuous fashion. Continuous development, like the height of a child, is measurable and quantitative, while discontinuous development is qualitative, like hair or skin color, where those traits fall only under a few specific phenotypes. Continuous development involves gradual and o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Neuroplasticity
Neuroplasticity, also known as neural plasticity or just plasticity, is the ability of neural networks in the brain to change through neurogenesis, growth and reorganization. Neuroplasticity refers to the brain's ability to reorganize and rewire its neural connections, enabling it to adapt and function in ways that differ from its prior state. This process can occur in response to learning new skills, experiencing environmental changes, recovering from injuries, or adapting to sensory or cognitive deficits. Such adaptability highlights the dynamic and ever-evolving nature of the brain, even into adulthood. These changes range from individual neuron pathways making new connections, to systematic adjustments like cortical remapping or neural oscillation. Other forms of neuroplasticity include homologous area adaptation, cross modal reassignment, map expansion, and compensatory masquerade. Examples of neuroplasticity include neural circuit, circuit and network changes that result fr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Essentialism
Essentialism is the view that objects have a set of attributes that are necessary to their Identity (philosophy), identity. In early Western thought, Platonic idealism held that all things have such an "essence"—an Theory of forms, "idea" or "form". In ''Categories (Aristotle), Categories'', Aristotle similarly proposed that all objects have a Substance theory, substance that, as George Lakoff put it, "make the thing what it is, and without which it would be not ''that'' kind of thing". The contrary view—non-essentialism—denies the need to posit such an "essence". Essentialism has been controversial from its beginning. In the ''Parmenides (dialogue), Parmenides'' dialogue, Plato depicts Socrates questioning the notion, suggesting that if we accept the idea that every beautiful thing or just action partakes of an essence to be beautiful or just, we must also accept the "existence of separate essences for hair, mud, and dirt". Older social theories were often conceptually esse ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Built Environment
The term built environment refers to human-made conditions and is often used in architecture, landscape architecture, urban planning, public health, sociology, and anthropology, among others. These curated spaces provide the setting for human activity and were created to fulfill human desires and needs. The term can refer to a plethora of components including the traditionally associated buildings, cities, public infrastructure, transportation, open space, as well as more conceptual components like farmlands, dammed rivers, wildlife management, and even domesticated animals. The built environment is made up of physical features. However, when studied, the built environment often highlights the connection between physical space and social consequences. It impacts the environment and how society physically maneuvers and functions, as well as less tangible aspects of society such as socioeconomic inequity and health. Various aspects of the built environment contribute to scholarship ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Context
The social environment, social context, sociocultural context or milieu refers to the immediate physical and social setting in which people live or in which something happens or develops. It includes the culture that the individual was educated or lives in, and the people and institutions with whom they interact. The interaction may be in person or through communication media, even anonymous or one-way, and may not imply equality of social status. The social environment is a broader concept than that of social class or social circle. The physical and social environment is a determining factor in active and healthy aging in place, being a central factor in the study of environmental gerontology. Moreover, the social environment is the setting where people live and interact. It includes the buildings and roads around them, the jobs available, and how money flows; relationships between people, like who has power and how different groups get along; and culture, like art, religio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Environmental Factor
An environmental factor, ecological factor or eco factor is any factor, abiotic or biotic, that influences living organisms. Abiotic factors include ambient temperature, amount of sunlight, air, soil, water and pH of the water soil in which an organism lives. Biotic factors would include the availability of food organisms and the presence of biological specificity, competitors, predators, and parasites. Overall An organism's genotype (e.g., in the zygote) translated into the adult phenotype through development during an organism's ontogeny, and subject to influences by many environmental effects. In this context, a phenotype (or phenotypic trait) can be viewed as any definable and measurable characteristic of an organism, such as its body mass or Human skin color, skin color. Apart from the true Monogenic (genetics), monogenic genetic disorders, environmental factors may determine the development of disease in those genetically predisposed to a particular condition. Pollut ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Identity Formation
Identity formation, also called identity development or identity construction, is a complex process in which humans develop a clear and unique view of themselves and of their identity. Self-concept, personality development, and values are all closely related to identity formation. Individuation is also a critical part of identity formation. Continuity and inner unity are healthy identity formation, while a disruption in either could be viewed and labeled as abnormal development; certain situations, like childhood trauma, can contribute to abnormal development. Specific factors also play a role in identity formation, such as race, ethnicity, and spirituality. The concept of personal continuity, or personal identity, refers to an individual posing questions about themselves that challenge their original perception, like "Who am I?" The process defines individuals to others and themselves. Various factors make up a person's actual identity, including a sense of continuity, a sen ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Self-concept
In the psychology of self, one's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question ''"Who am I?".'' The self-concept is distinguishable from self-awareness, which is the extent to which self-knowledge (psychology), self-knowledge is defined, consistent, and currently applicable to one's Attitude (psychology), attitudes and dispositions. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner"). Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of w ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
