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CD106 > Chapter 1 - Intro To Lifespan > Flashcards

Chapter 1 - Intro To Lifespan Flashcards

1
Q

Developmental Psychology

A

Scientific study of ways in which people change as well as stay the same from conception to death. 

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2
Q

Physical domain

A

Changes in height, weight, sensory capabilities, nervous system, and propensity for disease and illness

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3
Q

Cognitive domain

A

Changes in intelligence, wisdom, perception, problem solving, memory, and language

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4
Q

Psychological domain

A

Changes in emotion, self perception, and interpersonal relationships with families, peers, and friends

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5
Q

Plasticity

A

Our ability to change and that many of our characteristics are malleable

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6
Q

Development is multicontextual (3 parts)

A
  1. Normative age graded influences - specific age grade share particular experiences and developmental changes
  2. Normative history graded influences - Time period shapes your experiences (cohort - same period & particular society)
  3. Non-normative life influences - unique experiences that may shape our development
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7
Q

Socioeconomic status

A

Way to identify families and households based on their shared levels of education, income, and occupation

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8
Q

Culture

A

Totality of our shared language, knowledge, material objects, and behavior

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9
Q

Ethnocentrism

A

Believe that our own culture is superior

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10
Q

Cultural relativity

A

Appreciation for cultural differences and the understanding that cultural practices are best understood from the standpoint of that particular culture

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11
Q

Lifespan

A

Length of time a species can exist under the most optimal conditions

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12
Q

Life expectancy

A

Predicted number of years a person born in a particular time period can reasonably expect to live

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13
Q

Chronological age

A

Number of years since your birth

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14
Q

Biological age

A

How quickly the body is aging

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15
Q

Psychological age

A

Psychologically Adaptive Capacity compared to others of our chronological age

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16
Q

Social age

A

social Norms of culture and Expectations our culture has for people of our age group

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17
Q

Prenatal

A

Conception (through implantation in the uterine wall by the embryo) and ends at birth

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18
Q

Infancy and toddlerhood

A

Birth to two years

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19
Q

Early childhood

A

Two years until six years

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20
Q

Middle and late childhood

A

Six years to until onset puberty

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21
Q

Adolescence

A

Onset puberty to 18

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22
Q

Emerging adulthood

A

18 to 25

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23
Q

Early adulthood

A

25 to 40-45

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24
Q

Middle adulthood

A

40-45 to 65

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25
Q

Late adulthood

A

65 onward

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26
Q

Nature

A

Argues that heredity plays the most important role bringing about a particular feature

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27
Q

Nurture

A

Argues that one’s environment is most significant in shaping the way we are

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28
Q

Stage theories or discontinuous development

A

Assumes that developmental change occurs in

distinct stages qualitatively different from each other, and in a set,

universal sequence

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29
Q

Continuous development

A

Assumes development is a more slow and gradual process

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30
Q

Preformationist view

A

18th century - children were believed to possess all their sensory capabilities, emotions, and mental aptitude at birth, and as they develop these abilities and forward it on to determine schedule.

Environment thought to play no role in determining development.

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31
Q

John Locke

A

(1632-1704)
Children largely shaped by social environments.

Child’s mind at the Tabula Rasa or blank slate - whatever comes into the child’s mind comes from the environment.

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32
Q

Jean-Jacques Rousseau

A

(1712-1778)
Children develop according to a natural plan which unfolds in different stages.

Children should be allowed to think by themselves according to their own ways and an inner, biological timetable.

Did not believe in teaching children the correct way to think.

33
Q

Arnold Gessell

A

(1880-1961)
Believe that child development activated by genes and “maturation”

Believed development unfolded in fixed sequences

against teaching children ahead of schedule.

34
Q

Sigmund Freud

A

(1856-1939)
Emphasized importance of early
Childhood Experiences in shaping personality and behavior.

Driven primarily by Instincts.

Difficult to test scientifically and not validated and cannot be used as evidence for his theories.

35
Q

Erikson & Psychological Theory

A

Each period of life has a unique Challenge or Crisis that the person reaches it must face known as Psychosocial Crisis.

If person does not resolve a stage successfully, it may hinder their ability to deal with the later stages. 

36
Q

Erikson’s Psychological Stages

A

Trust vs Mistrust - birth to 12/18 months
Autonomy vs shame/doubt - 18 months to 3 yrs
Initiative vs guilt - 3 to 6 yrs
Industry vs inferiority - 6 to 12 yrs
Identity vs role confusion - 12 to 18 yrs
Intimacy vs isolation - 19 to 40 yrs
Generativity vs stagnation - 40 to 65 yrs
Ego integrity vs despair - 65 death

37
Q

Learning theory / behaviorism

A

Based on premise that it is not possible to objectively study the mind, and therefore psychologist should limit their attention to the study of behavior itself.

Can’t study mind - focus on behavior

B.F. Skinner - Used ideas of stimulus and response, along with the application of rewards or reinforcements, to train pigeons and other animals. Developed theories about how best to teach children and to create societies that were peaceful and productive.

38
Q

1 Social learning theory

2 Reciprocal Determinism

A

Learning by watching others.

Albert Bandura -

1 children learn behaviors through imitation. Interplay between the environment and the individual.

Bobo doll experiment. 

2 Interplay between our personality and the way we interpret events and how they influence us. Example: Interplay between parents and children. Parents not only influence their child’s environment but children influence parents as well.

39
Q

Cognitive theory

A

Focus on how our mental processes or cognitions change over time.

Three important theories:
Jean Piaget
Lev Vygotsky
Information Processing

40
Q

Jean Piaget (1896-1980)

A

 Children of differing ages interpret the world differently.

Stages of Cognitive Development:

Sensorimotor - Birth-2yrs - Children experience through seeing hearing touching and tasting (Object permanence)

Preoperational - 2-7yrs - internally represent the world through language and mental imagery. See world through others perspectives (Theory of mind slash rapid increase in language ability)

Concrete operational - 7-11yrs - Think logically and can perform operations on objects that are real (conservation)

Formal operational - 11-adulthood - Think systematically can reason about abstract concepts and understand ethics and scientific reasoning (abstract logic)

41
Q

Lev Vygotsky (1896-1934)

A

Social cultural theory - Emphasizes the importance of culture and interaction in the development of cognitive abilities. 

Person has set of abilities and a set of potential abilities that can be realized if given the proper guidance from others.

42
Q

Social cultural theory

A

Emphasizes the importance of culture and interaction in the development of cognitive abilities.

43
Q

Information processing

A

Studying how individuals perceive, analyze, manipulate, use, and remember information.

Assumes that humans gradually improving their processing skills; That is, cognitive development is continuous rather than stage like.

44
Q

Urie Bronfenbrenner (1917-2005)

A

Ecological Systems Theory - provides a framework for understanding and studying the Many influences on human development.

Human interaction is influenced by larger social forces. There are several systems as follows:

Microsystem, Mesosystem, Exosystem, Macrosystem, Chronosystem

45
Q

Microsystem (Bronfenbrenner)

A

Individual’s setting in those who have direct, significant contact with the person, such as parents or siblings

46
Q

Mesosystem (Bronfenbrenner)

A

Includes the larger organizational Structures, such as school, the family, or religion.

47
Q

Exosystem (Bronfenbrenner)

A

Includes the larger context of community

48
Q

Macrosystem (Bronfenbrenner)

A

Includes the cultural elements, such as global economic conditions, war, technological trans, values, philosophies, and a society’s response to the global community.

49
Q

Chronosystem (Bronfenbrenner)

A

Historical context in which these experiences occur. Relates to different generational time periods.

50
Q

Scientific method

A

Set of assumptions, rules, and procedures scientists use to conduct research

51
Q

Research design

A

Specific method A researcher uses to collect, analyze, and interpret data

52
Q

Descriptive research

A

Research that describes what is occurring at a particular point in time

53
Q

Correlational research

A

Research designed to discover relationships among variables and to allow the prediction of future events from present knowledge.

Correlation does not demonstrate causation

54
Q

Experimental research

A

Research in which a researcher manipulates one or more variables to see their effects

55
Q

Case studies

A

Descriptive records of fun or a small group of individual’s experiences in behavior

56
Q

Naturalistic observation

A

Psychologists observe and record behavior that occurs in every day settings

57
Q

Laboratory observation

A

Observation is conducted in a setting created by the researcher. Permits the researcher to control more aspects of the situation.

58
Q

Survey

A

Measure administered through either a verbal or written questionnaire to get a picture of the believes or behaviors of a sample of people of interest.

59
Q

Sample

A

People chosen to participate in the research

60
Q

Population

A

All the people the researcher wishes to know about

61
Q

Representative sample

A

Include the same percentages of males, females, age groups, ethnic groups, and social economic groups as the larger population

62
Q

Social desirability

A

Respondents may lie because they want to present themselves in the most favorable light

63
Q

Psychophysiological assessment

A

Record physiological data, such as measures of heart rate, hormone levels, or brain activity to help explain development

64
Q

Secondary/content analysis

A

Analyzing information that has already been collected or examining documents or media to uncover attitudes, practices or preferences

65
Q

Pearson correlation coefficient

A

Known as r

Most common statistical measure of the strength of linear relationships among variables.

-1.00 to 1.00

Relationship can be positive or negative

66
Q

Independent variable

A

Variable that is manipulated by the experimenter

67
Q

Dependent variable

A

Variable that is measured and is expected to be influenced by the independent variable

68
Q

Extraneous variables

A

Variables that are not part of the experiment that could inadvertently affect either the experimental or control group, thus distorting the results

69
Q

Cross-sectional research

A

Compare samples that represent a cross-section of the population who vary in age

Year of study: 2004
Cohort A - 2 yrs old
Cohort B - 6 yrs old
Cohort C - 8 yrs old

70
Q

Cohort effect

A

Impact of having been born in a certain time.

71
Q

Longitudinal research

A

Studying a group of people who are the same age, and measuring them repeatedly over a period of time

72
Q

Attrition

A

When participants fail to complete all portions of a study

73
Q

Practice effect

A

When participants become better at a task overtime because they have done it again and again; not due to natural psychological development

74
Q

Sequential research

A

Includes elements of both longitudinal and cross-sectional research designs

75
Q

Informed consent

A

Explains as much as possible about the true nature of the study, particularly everything that might be expected to influence willingness to participate

76
Q

Confidentiality

A

Researchers must protect the privacy of the research participants’ responses by not using names or other information that could identify the participants

77
Q

Deception

A

Whenever the research participants are not completely and fully informed about the nature of the research project before participating in it

78
Q

Debriefing

A

At the end of the study, a procedure design to fully explain the purpose and procedure of the pre-search and remove any harmful after effects of participation

CD106 (6 decks)

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