(See related pages)
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| biological age | A person's age in terms of biological health. (See page(s) 22) |
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| biological processes | Changes in an individual's physical nature. (See page(s) 20) |
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| case study | An in-depth look at a single individual. (See page(s) 29) |
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| chronological age | The number of years that has elapsed since a person's birth; what is usually meant by "age." (See page(s) 22) |
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| cognitive processes | Changes in an individual's thought, intelligence, and language. (See page(s) 20) |
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| cohort effects | Effects due to a person's time of birth or generation but not to actual age. (See page(s) 33) |
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| continuity-discontinuity issue | The issue regarding whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity). (See page(s) 24) |
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| correlational research | The goal is to describe the strength of the relationship between two or more events or characteristics. (See page(s) 29) |
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| cross-sectional approach | A research strategy in which individuals of different ages are compared at one time. (See page(s) 31) |
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| descriptive research | Has the purpose of observing and recording behaviour. (See page(s) 27) |
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| experiment | A carefully regulated procedure in which one or more of the factors believed to influence the behaviour being studied are manipulated, while all other factors are held constant. (See page(s) 30) |
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| hypotheses | Specific assumptions and predictions that can be tested to determine their accuracy. (See page(s) 27) |
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| laboratory | A controlled setting in which many of the complex factors of the "real world" are removed. (See page(s) 27) |
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| life-history records | Records of information about a lifetime chronology of events and activities that often involve a combination of data records on education, work, family, and residence. (See page(s) 29) |
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| longitudinal approach | A research strategy in which the same individuals are studied over a period of time, usually several years or more. (See page(s) 32) |
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| mental age | An individual's ability to solve problems on a diagnostic instrument relative to others of the same chronological age. (See page(s) 22) |
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| naturalistic observation | Observing behaviour in real-world settings. (See page(s) 28) |
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| nature-nurture issue | The debate about whether development is primarily influenced by nature or nurture. (See page(s) 24) |
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| psychological age | An individual's adaptive capacities compared with those of other individuals of the same chronological age. (See page(s) 23) |
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| sequential approach | A combined cross-sectional, longitudinal design. (See page(s) 33) |
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| social age | Social roles and expectations related to a person's age. (See page(s) 23) |
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| socio-emotional processes | Changes in an individual's relationships with other people, emotions, and personality. (See page(s) 20) |
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| stability-change issue | The issue of whether development is best described as involving stability or as involving change. This issue involves the degree to which we become older renditions of our early experience or, instead, develop into someone different from who we were at an earlier point in development. (See page(s) 25) |
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| standardized test | A test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals. (See page(s) 28) |
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| theory | An interrelated, coherent set of ideas that help explain and make predictions. (See page(s) 27) |