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chapter 1 Flashcards

1
Q

human development

A

the multidisciplinary study of how people change and how they remain the same over time

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2
Q

nature-nurture issue

A

the degree to which genetic or hereditary influences (nature) and experiential of environmental influences (nurture) determine the kind of person you are

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3
Q

continuity-discontinuity issue

A

whether a particular developmental phenomenon represents a smooth progression through the life span (continuity) or a series of abrupt shifts (discontinuity

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4
Q

universal versus context-specific development issue

A

whether there is just on path of development or several paths

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5
Q

biopsychosocial framework

A

a useful way to organize the biological psychological, and socioculturral forces on human development

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6
Q

neuroscience

A

the study of the brain and nervous system, especially in terms of brain-behavior relationships

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7
Q

psychodynamic theory

A

Everyone faces a predictable series of psychological conflicts on the way to optimal development
theories proposing that development is largely determined by how well people resolve conflicts they face at different ages
Erikson’s psychosocial theory
personality develops in stages
psychological, social, and lifecycle forces crucial; less emphasis on biological
nature-nurture interaction, discontinuity, universal sequence but individual differences in rate

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8
Q

psychosocial theory

A

Erikson’s proposal that personality development is determined by the interaction of an internal maturational plan and external societal demands

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9
Q

8 stages of psychosocial development in Erikson’s theory

A 
basic trust vs mistrust-birth to 1 year
autonomy vs shame- 1-3 years
initiative vs guilt- 3-6 years
industry vs inferiority- 6-adolescence
identity vs identity confusion- adolescence
intimacy vs isolation- young adulthood
generativity vs stagnation- middle adulthood
integrity vs despair- late life
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10
Q

theory

A

an organized set of ideas that is designed to explain development

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11
Q

epigenetic principle

A

in Erikson’s theory, the idea that each psychosocial strength has its own special period of particular importance

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12
Q

operant conditioning

A

learning paradigm in which the consequences of a behavior determine whether a behavior is repeated in the future (B.F. Skinner)

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13
Q

reinforcement

A

a consequence that increase the future likelihood of the behavior that it follows

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14
Q

punishment

A

a consequence that decreases the future likelihood of the behavior that it follows

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15
Q

learning theory

A

Concentrates on how learning influences behavior
Emphasizes the role of experience
Stresses the influence of consequences on behavior
Recognizes that people learn from watching others

people sometimes learn without reinforcement or punishment
Behaviorism(Watson, SKinner)
environment controls behavior
in all theories some emphasis on biological and psychological, major focus on social, little recognition life cycle
in all theories strongly nuture, continuity, and universal principles of learning

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16
Q

imitation or observational learning

A

learning that occurs by simply watching how others behave

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17
Q

self efficacy

A

people’s beliefs about their own abilities and talents (Bandura)

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18
Q

Piaget’s four stages of cognitive development

A

sensorimotor- birth-2 years
preoperational thought-2-6
concrete operational thought- 7 to early adolescence
formal operational thought- adolescence and beyond

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19
Q

cognitive-information-processing theory

A

theory proposing that human cognition consists of mental hardware and mental software
thought develops by increases in efficiency at handling information
emphasis on biological and psychological, less on social and lifecycle
nature-nurture interaction, continuity, individual differences in universal structure

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20
Q

ecological theory

A

theory based on idea that human development is inseparable from the environmental contexts in which a person develops (Brofenbrenner)

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21
Q

microsystem

A

the people and objects in an individual’s immediate environment

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22
Q

mesosystem

A

provides connections across microsystems

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23
Q

exosystem

A

social settings that a person may not experience firsthand but that still influence development

24
Q

macrosystem

A

the cultures and subcultures in which the microsystem, mesosystem, and exosystem are embedded

25
Q

competence

A

a person’s abilities

26
Q

environmental press

A

demands put on people by the environment (Lawton and Nahemow)

27
Q

life-span perspective

A

view that human development is multiply determined and cannot be understood within the scope of a single framework(Baltes)

28
Q

selective optimization with compensation (SOC) model

A

model in which three processes (selection, optimization, and compensation) form a system of behavioral action that generates and regulates development and aging

29
Q

life-course perspective

A

description of how various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts
Life course theory
life course transitions decreasingly tied to age; increased continuity over time; specific life paths across domains are interdependent
strong emphasis on psychological, sociocultural, lifecycle; less on biological
nature-nurture interaction, coninuity and discontinuity, context-specifc

30
Q

cognitive- social learning theory

A

(Bandura)

people learn through modeling and observing

31
Q

cognitive- Piaget’s theory

A

for piaget thinking develops in a sequence of stages
for piaget main emphasis on biological and social forces, less on psychological, little on life cycle
for piaget, strongly nature, discontinuity, and universal sequence of stages

32
Q

cognitive-vygotsky’s theory

A

development influences by culture
emphasis on psychological and social forces
nature-nurture interaction, continuity, individual differences

33
Q

ecological and systems-bronfenbrenner’s theory

A

developing person embedded in a series of interacting systems
low emphasis on biological, moderate on psychological, and life cycle, heavy on social
nature-nurture interaction, continuity, context-specific

34
Q

ecological and systems- competence environmental press

A

(Lawton and Nahemow)
adaptation is optimal when ability and demands are in balance
strong emphasis on biological, psychological, and social, moderate on life cycle
nature-nurture interaction, continuity, context-specific

35
Q

lifespan perspective/SOC

A

Baltes life-soan perspective and selective optimization with compensation
developemtn is multiply determined; optimization of goals
strong emphasis on the intereactions of all four focus; cannot consider any in isolation
nature-nurture interaction, continuity and discontinuity; context specific

36
Q

systematic observation

A

watching people and carefully recording what they do or say

37
Q

naturalistic observation

A

technique in which people are observed as they behave spontaneously in some real-life situation
strength-captures people’s behavior in its natural setting
weakness- difficult to use with behaviors that are rare or that typically occur in private setting

38
Q

structured observations

A

technique in which a researcher creates a setting that is likely to elicit the behavior of interest
strength- can be used to study behavior that are rare or that typicall occur in private settings
weakness- may be invalid if structured setting distorts the behavior

39
Q

self-reports

A

people’s answers to questions about the topic of interest
strength- convenient- can be used to study most behaviors
wekness- may be invalid because people answer incorrectly (due to either forgetting or response bias)

40
Q

sampling behavior with tasks

A

strength- convenient- can be used to study most behaviors

weakness- may be invalid if the task does not sample behavior as it occurs naturally

41
Q

physiological measure

A

strength- provide a more direct measure of underlying behavior
weakness- highly specific in what they measure and thus cannot be applied broadly

42
Q

reliability

A

extent to which a measure provides a consistent index of characteristic

43
Q

validity

A

extent to which a measure actually assesses what researchers think it does

44
Q

populations

A

broad groups of people that are of interest to researchers

45
Q

sample

A

a subset of the population

46
Q

correlational study

A

investigation looking at relations between variables as they exist naturally in the world
strength-behavior is measured as it occurs naturally
strength- cannot determine cause and effect

47
Q

correlational coefficient

A

an expression of the strength and direction of a relation between two variables

48
Q

experiment

A

a systematic way of manipulating the key factor that the investigator thinks causes a particular behavior
strength- control of variables allows conclusions about cause and effect
weaknesses- work is often laboratory-based which can be artificial

49
Q

independent variable

A

the factor being manipulated

50
Q

dependent variables

A

the behavior being observed

51
Q

qualitative research

A

method that involves gaining in depth understanding of human behavior and what governs it

52
Q

longitudinal study

A

longitudinal study research design in which the same individuals are observed or tested repeatedly at different points in their lives
strength- only way to chart an individual’s development and look at the stability of behavior over time
weakness- expensive, participants drop out, and repeated testing can distort performance

53
Q

cross-sectional study

A

study in which developmental differences are identified by testing people of different ages
strength- convenient-solves all problems associated with longitudinal studies
weakness- cannot study stability of behavior; cohort effects complicate interpretation of differences between groups

54
Q

cohort effects

A

problem with cross-sectional designs in which differences between age groups (cohorts) may result as easily from environmental events as from developmental processes

55
Q

sequential design

A

developmental research design based on cross-sectional and longitudinal designs
strength- best way to address limitation of single longitudinal and cross sectional designs
weakness- very expensive and time consuming; may not completely solve limitations of longitudinal and cross-sectional designs

56
Q

meta-analysis

A

a tool that enables researchers to synthesize the results of many studies to estimate relations between variables

57
Q

behaviorism

A

Learning determines our behavior
Experience is sufficient to explain the course of development
Watson did little research to support his claims

psychology (3 decks)

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