Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Child Dev. > Ch. 1 > Flashcards

Ch. 1 Flashcards

(75 cards)

Start Studying
1
Q

development

A

pattern of change that starts at contraception and continues through life

-growth + decline

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why study child development?

A

researchers want to know about health, parenting, and education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What shapes development?

A

sociocultural contexts and diversity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

context

A

settings in which development occurs

-influenced by historical, economic, social and cultural factors (ethnicity, gender, politics)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

culture

A

encompasses behavior patterns, beliefs, and products of a group that’re passed over generations

-results from interaction over the years, group can be big or small

-influences members’ behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

cross-cultural studies

A

compare 2+ cultures and measures degree to which development is similar or universal across cultures or culture specific

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ethnicity

A

rooted in cultural heritage, nationality, race, religion and language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

SES

A

person’s position in society based on occupational, educational, and economic characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

gender

A

characteristics of people as male or female

-how one views themselves, relationships, life, and goals and culture’s gender roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

social policy

A

gov’ts course of action made to promote citizens’ welfare

-lessen stressors on children and caretakers by improving social policy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

developmental periods

A

prenatal
(conception to birth)

-infancy

-early childhood

-middle/late childhood

-adolescence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

prenatal

A

contaception -> birth

-9-month period

-cell grows into fetus and baby with brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

3 processes of development

A

1) biological
2) cognitive
3) socioemotional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

biological

A

changes in an individual’s body
-genes, brain development, height or weight
-growth in motor skills, hormonal changes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

cognitive

A

changes in a person’s thoughts, intelligence and language skills

-putting together sentences, memorization, problem-solving, imagination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

socioemotional

A

changes relationships w/ others, emotions and personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

developmental cognitive neuroscience

A

explore slinks between development, cognitive processes and the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

developmental social neuroscience

A

examines links between development, socioemotional processes, and brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

prenatal period

A

conception to birth, roughly 9 mths., cell grows into fetus and baby w/ brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

infancy

A

birth -:> 18-24 months

-extreme dependence on adults, psych. abilities are starting (speaking, coordinating sensation and action, thinking with symbols, imitating and learning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

early childhood

A

extends rom end of infancy -> 5-6 yrs. (preschool yrs.)

-children become self-sufficient and develop school readiness skills (following directions, identifying letters)

-spend time in play with peers, 1st grade marks end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

middle/late childhood

A

6-11 yrs. (elementary yrs.)

-children master fundamental skills of reading, writing and arithmetic

-formally exposed to world and cultures

-achievement is more of a central theme, increased self-control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

adolescence

A

childhood -> early adulthood (10-12 -> 18-19 yrs.)

-starts w/ rapid physical. change, gains in height/weight, shape and sexual characteristics

-independence and identity are big features and varies by culture, more time spent outside family

-thought becomes more abstract, idealistic, logical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

cohort

A

people who are born at a similar point in history and share similar experiences as a result

-G.I. Gen -> Silent gen. -> Boomers -> Gen X -> Millenials -> Gen Z

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
nature-nurture issue
debate if development is influenced by nature (biological inheritance) or nurture (enviro. experiences)
26
continuity-discontinuity issue
extent to which development involves gradual change (continuity) or distinct changes)
27
early-later exp. issue
focuses on degree to which exp. (early/late) determine child's development -those emphasizing early exp. -> life Is a trail on which a psychological quality can be traced to its origin -those emphasizing recent exp. say development is a river continuously flowing
28
sci. method
coneptualize process and problem to be studied, collect and analyze data, draw conclusions
29
theory
interrelated, coherent ideas that help explain and make predictions
30
hypothesis
specific, testable assumption or prediction, written as if-then statement
31
5 theoretical orientations to development?
1) psychoanalytic 2) cognitive 3) behavioral/social cognitive 4) ethological 5) ecological
32
psychoanalytic theories
describe development as primarily unconscious and colored by emotion -emphasize behavior as surface characteristics and true understanding of development requires analyzing symbolic meanings of behavior and inner workings of mind -stress that exp. w/ parents shape development and are highlighted by Freud's theory
33
psychoanalysis pros
developmental framework, family relationships, unconscious aspects of mind
34
psychoanalysis cons
lack of sci. support, too much emphasis on sexual underpinnings, too much credit to unconscious mind, neg. image of children, stage-like
35
Freud thought as children grow...
their focus of pleasure and sexual impulses shifts from mouth -> anus -> genitals -adult personality is determined by way we resolve conflicts between pleasure and reality
36
Erikson's theory
8 stages of development unfold as we go through life -people are motivated by their interactions w/ others -task confronts individuals w/ crisis that must be resolved not as a catastrophe but a turning point w/ increased reliability and potential
37
1. trust vs. mistrust
1st. yr. of life -trust in infancy sets stage for lifelong expectation that the world's a good place (infant-18 mths)
38
2. autonomy vs. shame or doubt
infancy and toddlerhood (1-3 yrs.) -infants discover behavior is their own -if restrained and punished, they can develop shame
39
3. initiative vs. guilt
preschool yrs., face challenges that require active, purposeful, responsible behavior -guilt can arise if child is irresponsible or made to feel anxious
40
4. industry vs. inferiority
elementary school yrs., children direct energy to mastering knowledge and intellectual skills -neg. outcome is that child develops sense of inferiority, feeling incompetent and unproductive
41
5. identity vs. identity confusion
-individuals confront tasks of finding who they are, what they're about and where they're going -if roles are explored in healthy matter -> pos. identity, if not -> neg.
42
6. intimacy vs. isolation
early adulthood
43
generavity vs. stagnation
middle adulthood -helping younger gen., develop/lead useful lives -feeling of doing nothing to help -> stagnation
44
integrity vs. despair
late adulthood -person reflects on past -if person's review is well spent -> integrity, if not -> despair
45
cognitive theories
emphasize conscious thoughts
46
3 cognitive theories
Piaget's, Vygotsky's, information-processing
47
Vygotsky's theory
sociocultural cognitive theory that emphasizes how culture and social interaction guide development -construct knowledge through valuable interaction w/ others and objects -argued that memory, attention, and reasoning involve learning to use society's inventions (lang., math)
48
Piaget's theory
children construct understanding of world and go through 4 stages
49
1. sensorimotor
birth -> 2 yrs. infants construct understanding by coordinating sensory exp. w/ phys. actions
50
2. preoperational
2-6 yrs. -children connect sensory info w/ phys. action by representing world w/ words, images and drawings -object permanence and separation anxiety -preschool children lack performance of operations (mental actions that allow children to do mentally what they can do physically)
51
3. concrete operational
7-12 yrs. -children perform operations involving objects and reason logically as long as reasoning can be applied to specific and concrete examples -play pretend, egocentric
52
4. formal operational stage
12 yrs. -> adulthood -individuals move beyond concrete experiences and think in abstract and logical terms -develop images of ideal circumstances like a parent and compare parents to ideal standard -add and subtract, conservation -entertain possibilities for future and are fascinated with what they can be -more systematic, make and test hypotheses
53
information-processing theory
emphasizes that individuals manipulate info, monitor it, and strategize it
54
3 behavioral and social cognitive theories
Pavlov's classical conditioning -neutral stimulus produces response made by other stimulus Skinner's operant conditoning (reward and punishment -> development) -consequences produce changes in future probability of behavior Bandura's social cognitive theory -behavior, environment and condition are key factors development -observational learning
55
ethology
stresses behavior is influenced by biology, tied to evolution, and characterized by critical periods
56
imprinting
rapid, innate learning within a limited, critical period of time that involves attachment to the first moving object seen
57
Bronfenbrenner’s ecological theory
development influenced by series of systems
58
microsystem
settings in which person lives (family, peers, school, neighborhood, work) -most direct interactions w/ social agents take place (parents, teachers)
59
mesosystem
relations between microsystems or links between contexts (family or peer relationships, school or church relationships)
60
exosystem
links between social setting in which the individual doesn’t have an active role and the context -family exp. at home may be influenced by parent’s exp. at work
61
macrosystem
culture in which individuals live
62
chronosystem
patterning of environmental events and transitions over life and historical circumstances
63
eclectic theoretical orientation
orientation that doesn't follow any one theoretical approach but selects the best aspects from each theory
64
research methods
observation (lab, naturalistic setting) -lab: control factors determining behavior but aren't the focus of study -naturalistic: observe behavior in real world settings w/o control -survey, interview --quickest way to get info from many people --study wide range of topics standardized tests case studies -provide info about individual differences case study -gives info of a person's fears, health, fantasies, traumatic exp., bringing, family relationships, health, or anything that helps understand the person's mind and behavior physiological measures
65
standardized test
test w/ uniform procedures for administration and scoring -allow person's performance to be compared w/ performance of others
66
descriptive research
observe or record behavior
67
correlation coeffecient
number based on analysis used to describe association between 2 variables
68
correlational research
helps us make predictions, describe strength of the relationship between 2+ events or characteristics
69
experiment
one or more factors to cause behavior being studied are manipulated while others are held constant -determine cause and effect
70
independent and dependent variable
independent: manipulated dependent: change in exp. in response to IV
71
cross-sectional approach
research strategy in which individuals of different ages are compared at one time
72
longitudinal approach
research strategy in which same individuals are studied over time, several years or more
73
cohort effects
effects due to time of brith, era or generation rather than age
74
How to protect participants?
informed consent -know what participation will involve and risks -confidentiality -keep all data gathered anonymous -debriefing -infirm participants of purpose and methods -deception -minimizing bias
75
ethnic gloss
using ethnic label in superficial way that portrays group as being more homogenous than it is

Child Dev. (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions