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DEVELOPMENTAL PSYCHOLOGY > Chapter 1: Human Development > Flashcards

Chapter 1: Human Development Flashcards

1
Q

This field focuses on the scientific study of the systematic processes of change and stability in people

A

human development

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2
Q

Pattern of change in mental abilities, such
as learning, attention, memory, language,
thinking, reasoning, and creativity.

A

cognitive development

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2
Q

Concept of human development as a
lifelong process, which can be studied
scientifically.

A

life-span development

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2
Q

Growth of body and brain, including
patterns of change in sensory
capacities, motor skills, and health.

A

physical development

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3
Q

Pattern of change in emotions,
personality, and social relationships.

A

psychosocial development

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3
Q

Scientifi c study of processes of change
and stability throughout the human life
span.

A

human development

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4
Q

Determine what domain of development is described below.

At around 4 years of age, Jason starts increasing the amount of questions he asks about the world, focusing on questions like “why?” and “how come?”

A

cognitive development

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5
Q

Determine what domain of development is described below.

Katie used to only be able to see things from her perspective, but lately she has surprised her dad with comments that show she can put herself in someone else’s shoes.

A

cognitive development

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6
Q

Determine what domain of development is described below.

Males experience growth in facial hair and a deepening of their voice.

A

physical development

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6
Q

Determine what domain of development is described below.

Children develop a sense of trust when caregivers provide reliability, care, and
affection.

A

psychosocial development

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7
Q

Determine what domain of development is described below.

Significant improvements in fine motor skills and eye-hand coordination.

A

physical development

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7
Q

Determine what domain of development is described below.

Brenda has been thinking a lot about how she learns lately. The other day, she told her teacher that she thinks she’s better at learning by watching things than reading things.

A

cognitive development

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8
Q

A concept or practice that may appear
natural and obvious to those who
accept it, but that in reality is an inven-
tion of a particular culture or society.

A

social construction

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8
Q

Determine what domain of development is described below.

An infant kicks both arms and legs while on back.

A

physical development

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9
Q

Determine what domain of development is described below.

The teen may refuse to go with the family to the movies or may demonstrate his or her own will by refusing to do chores on the parent’s schedule.

A

psychosocial development

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10
Q

Diff erences in characteristics, infl uences,
or developmental outcomes.

A

individual differences

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10
Q

Inborn traits or characteristics inherited from the biological parents.

A

heredity

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10
Q

Totality of nonhereditary, or experiential,
influences on development.

A

environment

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10
Q

Multigenerational kinship network of
parents, children, and other relatives,
sometimes living together in an
extended-family household.

A

extended family

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11
Q

Two-generational kinship, economic,
and household unit consisting of one or
two parents and their biological children,
adopted children, or stepchildren.

A

nuclear family

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12
Q

Unfolding of a natural sequence of
physical and behavioral changes.

A

maturation

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13
Q

Conditions that increase the likelihood
of a negative developmental outcome.

A

risk factors

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13
Q

A society’s or group’s total way of life,
including customs, traditions, beliefs,
values, language, and physical
products—all learned behavior, passed
on from parents to children.

A

culture

13
Q

A group united by ancestry, race, reli-
gion, language, or national origins,
which contribute to a sense of shared
identity.

A

ethnic group

14
Q

Combination of economic and social
factors describing an individual or
family, including income, education, and
occupation.

A

socioeconomic status (SES)

14
Q

Instinctive form of learning in which,
during a critical period in early develop-
ment, a young animal forms an attach-
ment to the fi rst moving object it sees,
usually the mother.

A

imprinting

15
Q

A group of people strongly influenced
by a major historical event during their
formative period.

A

historical generation

16
Q

Characteristic of an event that occurs in
a similar way for most people in a
group.

A

normative

17
Q

Overgeneralization about an ethnic or
cultural group that obscures diff erences
within the group.

A

ethnic gloss

17
Q

A group of people born at about the
same time.

A

cohort

17
Q

Infl uences that are highly similar for people in a particular age group. The timing of biological events is fairly predictable within a normal range.

A

Normative age-graded

18
Q

Characteristic of an unusual event that
happens to a particular person or a
typical event that happens at an
unusual time of life.

A

nonnormative

19
Q

Infl uences that are signifi cant events (such as the Great Depression or World War II) that shape the behavior and attitudes of a historical generation : a group of people who experience the event at a formative time
in their lives.

A

Normative history-graded

20
Q

Specifi c time when a given event or its
absence has a specifi c impact on
development.

A

critical period

20
Q

Times in development when a person is
particularly open to certain kinds of
experiences.

A

sensitive periods

21
Q

What are the seven Life-Span Developmental Approach

A
  1. Development is lifelong.
  2. Development is multidimensional.
  3. Development is multidirectional.
  4. Relative infl uences of biology and culture shift over the life span.
  5. Development involves changing resource allocations.
  6. Development shows plasticity.
  7. Development is influenced by the historical and cultural context.
21
Q

Range of modifi ability of performance.

A

plasticity

22
Q

Each period of this approach is affected by what happened before and will affect what
is to come. Each period has unique characteristics and value. No period is more
or less important than any other.

A

lifelong

23
Q

It occurs along multiple interacting
dimensions—biological, psychological, and social—each of which may develop at
varying rates.

A

multidimensional

23
Q

As people gain in one area, they may lose in another, sometimes at the same time. Children grow mostly in one direction—
up—both in size and in abilities. Then the balance gradually shifts. Adolescents
typically gain in physical abilities, but their facility in learning a new language
typically declines. Some abilities, such as vocabulary, often continue to increase
throughout most of adulthood; others, such as the ability to solve unfamiliar
problems, may diminish; but some new attributes, such as wisdom, may increase
with age.

A

multidirectional

24
Q

The process of development is infl uenced by both biology and culture, but the balance between these infl uences changes. Biological abilities, such as sensory acuity and muscu-
lar strength and coordination, weaken with age, but cultural supports, such as
education, relationships, and technologically age-friendly environments, may help
compensate.

A

Relative infl uences of biology and culture

25
Q

Individuals choose to invest
their resources of time, energy, talent, money, and social support in varying ways.
Resources may be used for growth (for example, learning to play an instrument
or improving one’s skill), for maintenance or recovery (practicing to maintain or
regain profi ciency), or for dealing with loss when maintenance and recovery are
not possible.

A

changing resource allocations.

25
Q

Many abilities, such as memory, strength, and endurance, can be improved signifi cantly with training and practice, even late in
life. However, even in children, this approach has limits that depend in part on the
various infl uences on development.

A

plasticity

26
Q

Each person develops within multiple contexts—circumstances or conditions defi ned in part by maturation and in part by time and place. Human beings not only infl uence but also are infl uenced by their historical-cultural context.

A

historical and cultural context

27
Q

The scientific study of ways in which people change, as well as stay the same, from conception to death

A

Developmental Psychology

28
Q

Scientific study of processes of change and stability throughout the human lifespan

A

Developmental Psychology

29
Q

an ever-evolving field

A

Developmental Psychology

30
Q

conception to birth

A

Prenatal period

31
Q

birth to age 3

A

Infancy and Toddlerhood

31
Q

ages 3 to 6

A

Early Childhood

31
Q

ages 6 to 11

A

Middle Childhood

31
Q

ages 11 to about 20

A

Adolescence

32
Q

ages 20 to 40

A

Emerging and Young Adulthood

32
Q

ages 40 to 65

A

Middle Adulthood

33
Q

age 65 and over

A

Late Adulthood

DEVELOPMENTAL PSYCHOLOGY (8 decks)

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