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PSYC 323 > Intro > Flashcards

Intro Flashcards

1
Q

Development

A

The pattern of movement or change that begins at conception and continues through the life span

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2
Q

5 areas in which children’s lives need to be improved

A
  • Health & wellbeing
  • Parenting
  • Education
  • Sociocultural contexts
  • Diversity
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3
Q

Context

A

The settings in which development occurs

Influenced by historical, economic, social, and cultural factors

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4
Q

Culture

A

The behaviour patterns, beliefs, and all other products of a group that are passed on from generation to generation

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5
Q

Cross-cultural studies

A

Comparisons of one culture with one or more other cultures

These provide info about the degree to which children’s development is similar, or universal, across cultures, and the degree to which it is culture-specific.

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6
Q

Ethnicity

A

A characteristic based on cultural heritage, nationality, race religion, and language

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7
Q

Socioeconomic Status (SES)

A

Categorization based on a person’s occupational, educational, and economic characteristics

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8
Q

Gender

A

The characteristics of people as males and females

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9
Q

Social Policy

A

A government course of action designed to promote the welfare of its citizens

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10
Q

Biological Processes

A

Produce changes in an individuals body

  • Genes inherited from parents, development of brain, height & weight gain, acquisition of motor skills, hormonal changes of puberty
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11
Q

Cognitive Processes

A

Changes in an individual’s thought, intelligence, and language

  • Thinking, putting together a two-word sentence, memorizing a poem, solving a math problem, imagining what it would be like to be a movie star
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12
Q

Socioemotional Processes

A

Changes in an individual’s interpersonal relationships, emotions, and personality

  • infants smile in response to mothers touch, a child’s attack on a playmate, adolescent’s joy at the senior prom
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13
Q

Prenatal Period

A
  • Conception to birth
  • Roughly a nine-month period
  • Single cell grows into an organism, complete with a brain and behavioural capabilities
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14
Q

Infancy

A
  • Birth to about 18-24 months
  • Time of extreme dependence on adults
  • Psychological activities are beginning: ability to speak, coordinate sensations and physical actions, to think symbols, and to imitate and learn from others
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15
Q

Early Childhood

A
  • End of infancy to about 5-6 years of age
  • Preschool years
  • Children learn to become more self-sufficient and to care for themselves, they develop school readiness, and they spend many hours in play and with peers
  • First grade marks end of period
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16
Q

Middle and Late Childhood

A
  • 6 to 11 years
  • Elementary school years
  • Children master the fundamental skills of reading, writing, and arithmetic, and they are formally exposed to the larger world and its culture
  • Achievement becomes a more central theme in child’s world
  • Self-control increases
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17
Q

Adolescence

A
  • Childhood to early adulthood. 10-12 years, ending at 18-19 years
  • Begins with rapid physical change
  • Development of sexual characteristics
  • Pursuit of independence and an identity are prominent features of this period
  • More time spent outside the family
  • Thought becomes more abstract, idealistic, and logical
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18
Q

Cohort Effects

A

Effects due to a persons time of birth, era, or generation but not to actual age

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19
Q

Millennials

A
  • Generation born after 1980
  • First to come of age and enter emerging adulthood in the new millennium
  • 2 characteristics: their ethnic diversity, their connection to technology
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20
Q

Nature-Nurture Issue

A

Debate about whether development is primarily influenced by nature or nurture

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21
Q

Nature

A

Biological inheritance is the most important influence on development

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22
Q

Nurture

A

Environmental experiences are the most influential on development

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23
Q

Continuity-Discontinuity issue

A

Debate about whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)

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24
Q

Early-Later Experience Issue

A

Controversy regarding the degree to which early experiences or later experiences are the key determinants of children’s development

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25
Q

Scientific Method

A

Approach used to obtain accurate information

  1. Conceptualize the problem
  2. Collect data
  3. Draw conclusions
  4. Revise Research conclusions and theory
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26
Q

Theory

A

An interrelated, coherent set of ideas that helps to explain and make predictions

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27
Q

Hypotheses

A

Specific assumptions and predictions that can be tested to determine their accuracy

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28
Q

Psychoanalytic Theory

A

Theories that describe development as primarily unconscious and heavily coloured by emotion.

Freud and Erikson theories

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29
Q

Discuss Resilience in Children

A

Some children develop confidence in their abilities despite negative stereotypes about their gender or their ethnic group

Some children triumph over poverty or other adversities

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30
Q

3 sources that support resilience in children

A

Family, individual, extra familial

31
Q

3 key processes in the pattern of human development

A

Biological, cognitive, socioemotional in nature

32
Q

5 periods of child development

A

Prenatal, Infancy, early childhood, middle and late childhood, adolescence.

33
Q

Cohort

A

Group of people born at a similar point in history and therefore share similar experiences

34
Q

3 important issues in development

A

Nature-nurture, continuity-discontinuity, early-later experience

35
Q

Freud’s Theory

A

5 stages of psychosexual development: oral, anal, phallic, latency, and genital

36
Q

Oral Stage

A

Infants pleasure centers on the mouth

37
Q

Anal Stage

A

Childs pleasure focuses on the anus

38
Q

Phallic Stage

A

Childs pleasure focuses on the genitals

39
Q

Latency Stage

A

Child represses sexual interest and develops social and intellectual skills

40
Q

Genital Stage

A

A time of sexual reawakening; source of sexual pleasure becomes someone outside the family

41
Q

Erikson’s Theory

A

Eight stages of human development. Each stage consists of a developmental task that confronts individuals with a crisis that must be resolved

42
Q

Erikson’s 8 stages

A
  1. Trust vs mistrust (Infancy)
  2. Autonomy vs shame and doubt (infancy)
  3. Initiative vs guilt (Early Childhood)
  4. Industry vs inferiority (Middle & late childhood)
  5. Identity vs identity confusion (Adolescence)
  6. Intimacy vs isolation (Early adulthood)
  7. Generativity vs stagnation (Middle adulthood)
  8. Integrity vs despair (Late adulthood)
43
Q

Piagets Theory

A

Theory stating that children actively construct their understanding of the world and go through 4 stages of cognitive development

Sensorimotor, preoperational, concrete operational, formal operational

44
Q

Sensorimotor Stage

A

Infant constructs an understanding of the world by coordinating sensory experiences with physical actions

Infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage

Birth to 2 years

45
Q

Preoperational Stage

A

Child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action

2-7 years

46
Q

Concrete Operational

A

Child can now reason logically about concrete events and classify objects into different sets

7- 11 years

47
Q

Formal Operational Stage

A

The adolescent reasons in more abstract, idealistic, and logical ways

11 years through adulthood

48
Q

Vygotsky’s Theory

A

A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development

49
Q

Information-Processing Theory

A

Emphasizes that individuals manipulate information, monitor it, and strategize about it.

Central to this theory are the processes of memory and thinking

50
Q

Social Cognitive Theory

A

The view of Psychologists who emphasize behaviour, environment, and cognition as they key factors in development

Bandura

51
Q

3 versions of the behavioural approach

A
  • Pavlov’s classical conditioning
  • Skinner’s operant conditioning
  • Bandura’s social cognitive theory
52
Q

Classical Conditioning

A

A neutral stimulus (hearing a bell ring) acquires the ability to produce a response originally produced by another stimulus (tasting food)

53
Q

Operant Conditioning

A

The consequences of a behaviour produces changes in the probability of the behaviours occurrence

Behaviour followed by rewarding stimulus is more likely to happen again, behaviour followed by punishing stimulus is less likely

54
Q

Ethology

A

Stresses that behaviour is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods

Konrad Lorenz. Separated goose eggs.

55
Q

Bronfenbrenner’s Ecological Theory

A

An environmental systems theory that focuses on 5 environmental systems: Microsystem, mesosystem, exosystem, macrosystem, chronosystem

56
Q

Microsystem

A

Setting in which an individual lives

Family, peers, school, neighborhood, work

57
Q

Mesosystem

A

Relations between microsystems or connections between contexts

Relationships btw family experiences & school experiences, school experiences & church experiences, family vs peer experiences

Children whose parents rejected them may have problems developing a positive relationship with teacher

58
Q

Exosystem

A

Links between a social setting in which the individual does not have an active role and the individuals immediate context

Husband/Child’s experience at home may be influenced by a mothers experiences at work. Mother may have to travel which might increase conflict with the husband and change patterns of interaction with child

59
Q

Macrosystem

A

Culture in which individuals live

60
Q

Chronosystem

A

Pattering of environmental events and transitions over the life course, as well as sociohistorical circumstances

Divorce is one transition. Negative effects of divorce on children peak in the first year after divorce

61
Q

Eclectic Theoretical Orientation

A

An orientation that does not follow any one theoretical approach but rather selects from each theory whatever is considered its best aspect

62
Q

Name 5 research methods

A
  • Observation
  • Standardized testing
  • Case Study
  • Survey and interview
  • Physiological measure (blood sample, MRI)
63
Q

Laboratory

A

A controlled setting from which many of the complex factors of the “real world” have been removed

64
Q

Standardized Test

A

A test with procedures for administration and scoring. Many standardized tests allow a person’s performance to be compared with the performance of other individuals

65
Q

Case Study

A

An in-depth look at a single individual

66
Q

Descriptive Research

A

Observing and recording behaviour

67
Q

Correlational Research

A

Research in which the goal is to describe the strength of the relationship between 2+ events or characteristics

68
Q

Correlational Coefficient

A

A number based on statistical analysis that is used to describe the degree of association between 2 variables

Ranges from -1.00 to +1.00

Negative means an inverse relation

69
Q

Experiment

A

Determine cause and effect

A carefully regulated procedure in which 1+ factors believed to influence the behaviour being studied are manipulated while all other factors are held constant

70
Q

Cross-Sectional Approach

A

A research strategy in which individuals of different ages are compared at the same point in time

71
Q

4 important issues in conducting ethical research

A
  • Informed consent
  • confidentiality
  • debriefing
  • deception
72
Q

Ethnic Gloss

A

Use of an ethnic label such as “African American” or “Latino” in a superficial way that portrays an ethnic group as being more homogeneous that it really is

73
Q

3 things scientific research is

A

Objective, systematic, testable

PSYC 323 (16 decks)

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