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Social Science 11A > Understanding Human Development and Self-Development > Flashcards

Understanding Human Development and Self-Development Flashcards

1
Q

This falls under the basic issues in human development which refers to a process gradually augmenting the same type of skills that was there to begin with.

A

Continuous

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2
Q

It is a process in which new and different ways of interpreting and responding to the world emerge at particular time periods.

A

Discontinuous

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3
Q

Children and adults live in distinct contexts (or unique combinations of personal and environmental circumstances that can result in different paths of change).

A

One course of development or many?

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4
Q

Is the developing person’s ability to think in more complex ways largely the result of the inborn timetable of growth?

A

Nature or nurture?

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5
Q

Where elements meet is where development occurs

A

Development is cntextualized.

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6
Q

Possess characteristics and qualities that differentiate among them

A

Contexts

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7
Q

We cannot predict precisely the details of its path, form, dynamics, or outcome.

A

Individual development

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8
Q

Influenced by what goes before

A

Path of development

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9
Q

Is most likely across the developmental stages for the individual

A

Continuity

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10
Q

Is rarely the result of some neat linear relationship between intention A and outcome C

A

Change

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11
Q

Gained more in the twentieth century than in the preceding five thousand years:

A

Improvements in nutrition, sanitation, and medical knowledge, the average life expectancy

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12
Q

The number of years an individual born in a particular year can expect to live

A

Average life expectancy

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13
Q

In 1990, the average life expectancy was

A

Under age 50

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14
Q

Today, the life expectancy in the US is

A

77.7 years

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15
Q

Today, the life expectancy in Canada is

A

80.1 years

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16
Q

The predicted life expectancy in North America in 2050

A

84 years

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17
Q

A perpetually ongoing process extending from conception to death that is molded by a complex network of biological, psychological, and social influences

A

Development as a dynamic system

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18
Q

No page period is supreme in its impact on the life course; events occurring during each major period can have equally powerful effects on future change.

A

Development is lifelong

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19
Q

The challenges and adjustments of development are multidimensional-affected by an intricate blend of biological, psychological, social forces.

A

Development is multidimensional and multidirectional

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20
Q

At every period, development is a joint expression of growth and decline.

A

Multidirectional

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21
Q

Aging is not an eventual “shipwreck,” as has often been assumed.

A

Development is plastic

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22
Q

Varies across individuals; some children and adults experience more diverse life circumstances.

A

Plasticity

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23
Q

Development is influenced by multiple interacting forces: biological, historical, social, and cultural.

A

Development is influenced by multiple interacting forces

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24
Q

Events that are strongly related to age and therefore fairly predictable in when they occur and how long they last.

A

Age-Graded Influences

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25
Q

Development is also profoundly affected by forces unique to a historical era.

A

History-Graded Influences

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26
Q

People born around the same time to be alike in ways that set them apart from people born at other times.

A

Cohort

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27
Q

Events that are irregular; happen to just one person or a few people and do not follow a predictable timetable.

A

Non-normative Influences

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28
Q

Enhanced by Non-normative influences

A

Multi-directionality of development

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29
Q

Helps us understand development during adolescence

A

Scientifically-grounded information

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30
Q

Three core questions that guide our focus on the development of the self in adolescence

A

Who am I?, Where do I belong?, Where am I going?

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31
Q

Kind of changes adolescence bring in your lives

A

Major

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32
Q

Research on adolescence emphasize that changes can be

A

normative and unique

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33
Q

Age-related for a particular generation

A

Normative

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34
Q

Concept of individual variation

A

Unique

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35
Q

Explains individual differences

A

Result of how individual characteristics interact with specific contexts in your life such as family, peers, school, community, and media

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36
Q

Human beings are capable of significant improvement given scientifically-proven methods for changing both the individual and his/her environment.

A

Plasticity in Adolescent Development

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37
Q

Important in influencing future life

A

Self-development

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38
Q

Competencies enhanced by broadening one’s strengths and improving his/her weaknesses

A

Cognitive, social, and emotional

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39
Q

What you are affects context and the various contexts of your life who you are

A

Bidirectional model

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40
Q

A model about biological and contextual factors

A

Integrative relational model

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41
Q

A bidirectional model; what you are affects context and the various contexts of your life affect who you are.

A

Development Contextualism Model (of Person-Context Interaction [1984, 1986])

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42
Q

The Developmental Contextualism emphasizes four components:

A

Relative plasticity, relationism, historical embeddedness, individual variation

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43
Q

The potential for change

A

Relative plasticity

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44
Q

The levels of relationship

A

Relationism

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45
Q

The context of historical time in which changes takes place

A

Historical embeddedness

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46
Q

The different ways a person learns to cope with themselves and his/her environment

A

Individual variation

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47
Q

The dimensions of development which impact adolescent development:

A

Physical/Physiological development, cognitive development, socio-emotional development, spirituality and purpose in life, specific contexts

48
Q

Marked by puberty; changes in physical and brain structure and reproductive system

A

Physical/Physiological development

49
Q

Thinking is being more abstract, integrative, and volitional; thorough and private access to inner processes; evaluating one’s actions; introspection and self-disclosure

A

Cognitive development

50
Q

Development of self and identity; refinement of emotional regulation; acquisition of negotiation skills

A

Social-emotional development

51
Q

Guides behavior; an evolution from self-centered needs to outward goals

A

Spirituality and purpose in life

52
Q

Western individuals culture vs. Asian collectivist culture; autonomy/independence focus vs. interdependence/social connection focus

A

Specific contexts

53
Q

The broadest context in which adolescents develops

A

Culture

54
Q

Another broad context to consider especially for developing countries like the Philippines

A

Poverty

55
Q

Developmental tasks inlclude:

A

Acquisition of attributes, skills, behavior, and attitudes in adolescents

56
Q

These tasks are globally defined or are made more specific in the context of identified domains of development.

A

Developmental tasks

57
Q

Other term considered as developmental tasks

A

Challenges of adolescence

58
Q

In all domains (conflict resolution and interpersonal skills - social; decision making - cognitive)

A

Competence

59
Q

Overall self-worth and efficacy; achieving a level of self-esteem that translates to a realization and belief that one can effectively deal with the demands of life

A

Confidence

60
Q

Developing positive relationships with people and institutions that will facilitate interaction

A

Connection

61
Q

Responsiveness to cultural and societal norms acquiring standards for correct behaviors; sense of right and wrong; integrity

A

Character

62
Q

Sense of sympathy and empathy for others

A

Caring and compassion

63
Q

The achievement of the first 5 C’s naturally lead to this and marks the transition to adulthood.

A

Contribution to self, family, and community

64
Q

Proposed the developmental domains (2002)

A

Eccles and Gootman

65
Q

Detailed listing across contexts and per domain of development; assets which facilitate adolescent development

A

Developmental domains

66
Q

Performance in one dimension has cascading effects on the others; make the achievement of developing less daunting.

A

Interconnectedness of areas of development

67
Q

Proposed the interconnectedness of areas of development (2006)

A

Masten and Obadovich

68
Q

Examples of interconnectedness of areas of development:

A

Achieving good-decision making skills > emotional self regulation > connectedness and enhanced social relationships

69
Q

Scientific study of human society and social relationships

A

Social sciences

70
Q

Said: “Man, the molecule of society, is the subject matter of social sciences.”

A

Henry Charles Carey

71
Q

Employed to underrate a scientific study or investigations

A

Various research approaches

72
Q

A research design - observation of behavior in a more or less natural setting, without any attempt to intervene; not manipulated or controlled; has not been initiated or created

A

Naturalistic observation

73
Q

Advantages of naturalistic observation:

A

Allows observation of behavior exactly as it occurs in the real world; helps establish the external validity of the research findings; ethical considerations may prevent manipulation

74
Q

Threats to observational research:

A

Many fall under the heading of reactivity; the subject’s expectations can change their responses to the demands of the situation.

75
Q

Refers to situations where a subject’s behavior is different when the person knows they are being observed, or that they are being studied

A

Reactivity

76
Q

Intensive studies of individual cases; originated in clinical medicine; uses the person’s own memories, of friends’ or relatives’ or records of various types

A

Case study

77
Q

Strength of case studies

A

You learn a lot about the case studied.

78
Q

Weakness of case studies

A

Results may not generalize.

79
Q

Advantages of the case study method (Searle 1999)

A

Stimulating new research; contradicting established theory; giving new insight into phenomena or experience; permitting investigation of otherwise inaccessible situations

80
Q

Disadvantages of case studies (Searle 1999)

A

Replication not possible; researcher’s own subjective feelings may influence; memory distortions; not possible to replicate findings

81
Q

A procedure for systematically collecting data on attitudes, preferences, knowledge, or behavior by asking people questions

A

Survey

82
Q

Uses of surveys:

A

Data gathering a large group (population); when measuring whole population is too expensive

83
Q

Ways in which survey can be administered:

A

interview, written questionnaires, phone via the internet

84
Q

Advantages of survey research:

A

Faster data collection; inexpensive data collection; wide range of participants; generalized information

85
Q

Disadvantages of survey research:

A

Superficial data; expensive to ensure representative data; direction of one’s perception and judgement; lacks dynamism

86
Q

Designed to measure the degree of a relationship between two or more events, measure, or variables; coefficient or correlation

A

Correlational research

87
Q

Demonstrates no relationship

A

Correlation of 0.00

88
Q

Increases in one variable are matched by increases in the other variable.

A

Positive correlation

89
Q

Increases in one variable are matched by decreases in the other variable

A

Negative correlation

90
Q

Advantages of correlational research:

A

Much information from many subjects at one time; study a wide range of variables and their interrelations; study variables that are not easily produced in the lab

91
Q

Disadvantages of correlational research

A

Does not indicate causation; problems with self-report method

92
Q

The only method of research that can truly test hypotheses concerning cause-and-effect relationships

A

Experimental research

93
Q

A series of operations used to investigate relationships between manipulated events and measured events

A

Experiment

94
Q

The variable that is manipulated by the experimenter

A

Independent variable

95
Q

Provides the measure of a participant’s behavior

A

Dependent variable

96
Q

Receives a nonzero level of the independent variable

A

Experimental group

97
Q

Receives a zero level of the independent variable

A

Control group

98
Q

Something given to the research participants that has no identifiable effect on performance

A

Placebo

99
Q

A factor that might affect the value of the dependent variable; must be controlled or eliminated

A

Extraneous variable

100
Q

Advantages of experimental research:

A

High level of control; no limit to the subject matter; conclusions; results can be duplicated/replicated; determine cause and effect

101
Q

Disadvantages of experimental research:

A

Highly subjective; create unrealistic situations; time-consuming; ethical or practical problems; extraneous variable cannot always be controlled

102
Q

Resemblance of a true experiment design; randomization is not used; blends correlational and experimental approaches; examines interaction between an individual difference variable

A

Quasi-experiment

103
Q

Advantages of quasi-experiment:

A

Similar to correlational research’s; tease out cause and effect

104
Q

Disadvantages of quasi-experiemtn:

A

Similar to correlational research’s; third variable problems

105
Q

Written records, statistical archives, and physical traces of human beings; a rich source of data; inexpensive

A

Archival research

106
Q

Advantage of archival research:

A

No additional data collection required

107
Q

Disadvantages of archival research:

A

Casual conclusions impossible; appropriate records not available; by non-scientists

108
Q

A holistic approach to questions; focus on human experience; sustained contact; NARRATIVE of people living through events in situations

A

Qualitative research

109
Q

Advantages of qualitative research:

A

In-depth examination; subjective information; not limited to rigidly definable variables; complex questions; value-laden questions; new areas of research; new theories

110
Q

Disadvantages of qualitative research:

A

Procedural problems; difficult replicability; researcher bias; limited scope; labor intensive, expensive; not understood well by “classical” researchers

111
Q

Aim to decolonize research methods; instruments prepared for particular setting/culture

A

Indigenous research methods

112
Q

Proponents of the IRM:

A

Enriquez, Santiago, Bulatao,Jocano

113
Q

Iskala ng mananaliksik:

A

Pagmamasid, pakikiramdam, pagtatanong-tanong, pagsubok, pagdalaw-dalaw, pakikisangkot

114
Q

Iskala ng pagtutunguhan ng mananaliksik at kalahok:

A

Pakikitungo, pakikisalamuha, pakikilahok, pakikibagay, pakikisama, pakikipagpalagayang-loob, pakikisangkot, pakikiisa, pakikipagkuwentuham pakikisama, pakikipanuluyan

115
Q

Specifies ethical treatment of human and animal subjects used in psychological research

A

APA ethical guidelines

116
Q

Ethics and research with human participants:

A

Confidentiality, voluntary participation, consent, debriefed after experimentation, additional guidelines for specialized populations

Social Science 11A (9 decks)

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