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Developmental Psychology > Chapter 2: Theory and Research > Flashcards

Chapter 2: Theory and Research Flashcards

1
Q

accomodation

A

Piaget’s term for changes in a cognitive structure to include new information

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2
Q

adaption

A

Piaget’s term for adjustment to new information about the environment, achieved
through processes of assimilation and accommodation

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3
Q

assimilation

A

Piaget’s term for incorporation of new information into an existing cognitive structure

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4
Q

behaviorism

A

learning theory that emphasizes the predictable role of environment in causing observable behavior

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5
Q

bioecological theory

A

Bronfenbrenner’s approach to understanding processes and contexts of human development that identifies five levels of environmental influence

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6
Q

case study

A

study of a single subject, such as an individual or family

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7
Q

classical conditioning

A

learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response

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8
Q

cognitive neuroscience

A

study of links between neural processes and cognitive abilities

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9
Q

cognitive perspective

A

view that thought processes are central to development

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10
Q

cognitive stage theory

A

Piaget’s theory that children’s cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations

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11
Q

contextual perspective

A

view of human development that sees the individual as inseparable from the social context

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12
Q

control group

A

in an experiment, a group of people, similar to those in the experimental group, who do not receive the treatment under study

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13
Q

correlational study

A

research design intended to discover whether a statistical relationship between variables exists

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14
Q

cross-sectional study

A

study designed to assess age-related differences, in which people of different ages are assessed on one occasion

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15
Q

dependent variable

A

in an experiment, the condition that may or may not change as a result of changes in the independent variable

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16
Q

equilibration

A

Piaget’s term for the tendency to seek a stable balance among cognitive elements; achieved through a balance between assimilation and accommodation

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17
Q

ethnographic study

A

in-depth study of a culture, which uses a combination of methods including participant observation

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18
Q

ethology

A

study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species

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19
Q

evolutionary psychology

A

application of Darwinian principles of natural selection and survival of the fittest to individual behavior

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20
Q

evolutionary/sociobiological perspective

A

view of human development that focuses on
evolutionary and biological bases of behavior

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21
Q

experiment

A

rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other

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22
Q

experimental group

A

in an experiment, the group receiving the treatment under study

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23
Q

hypotheses

A

possible explanations for phenomena, used to predict the outcome of research

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24
Q

independent variable

A

in an experiment, the condition over which the experimenter has direct control

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25
Q

laboratory observation

A

research method in which all participants are observed under the same controlled conditions

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26
Q

learning perspective

A

view of human development that holds that changes in behavior result from experience or from adaptation to the environment

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27
Q

longitudinal study

A

study designed to assess age changes in a sample over time

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28
Q

mechanistic model

A

model that views human development as a series of predictable responses to stimuli

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29
Q

naturalistic observation

A

research method in which behavior is studied in natural settings without intervention or manipulation

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30
Q

observational learning

A

learning through watching the behavior of others

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31
Q

operant conditioning

A
  • learning based on association of behavior with its consequences
  • learning based on reinforcement or punishment
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32
Q

operational definition

A

definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon

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33
Q

organismic model

A

model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages

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34
Q

organization

A
  • Piaget’s term for the creation of categories or systems of knowledge
  • Mnemonic strategy of categorizing material to be remembered
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35
Q

participant observation

A

research method in which the observer lives with the people or participates in the activity being observed

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36
Q

psychoanalytic perspective

A

view of human development as shaped by unconscious forces that motivate human behavior

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37
Q

psychosexual development

A

in Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals

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38
Q

psychosocial development

A
  • Pattern of change in emotions, personality, and social relationships
  • In Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self
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39
Q

punishment

A

the process by which a behavior is weakened, decreasing the likelihood of repetition

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40
Q

qualitative change

A

discontinuous changes in kind, structure, or organization

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41
Q

qualitative research

A

research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs

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42
Q

quantitative change

A

changes in number or amount, such as in height, weight, size of vocabulary, or frequency of communication

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43
Q

quantitative research

A

research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs

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44
Q

random assignment

A

assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group

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45
Q

random selection

A

election of a sample in such a way that each person in a population has an equal and independent chance of being chosen

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46
Q

reciprocal determinism

A

Bandura’s term for bidirectional forces that affect development

47
Q

reinforcement

A

the process by which a behavior is strengthened, increasing the likelihood that the behavior will be repeated

48
Q

sample

A

group of participants chosen to represent the entire population under study

49
Q

scaffolding

A

temporary support to help a child master a task

50
Q

schemas

A

Piaget’s term for organized patterns of thought and behavior used in particular situations

51
Q

scientific method

A

system of established principles and processes of scientific inquiry, which a includes identifying a problem to be studied, formulating a hypothesis to be tested by research, collecting data, analyzing the data, forming tentative conclusions, and disseminating findings

52
Q

self-efficacy

A

sense of one’s capability to master challenges and achieve goals

53
Q

sequential study

A

study design that combines cross-sectional and longitudinal techniques

54
Q

social learning theory

A

theory that behaviors are learned by observing and imitating models

55
Q

sociocultural theory

A

Vygotsky’s theory of how contextual factors affect children’s development

56
Q

theory

A

coherent set of logically related concepts that seeks to organize, explain, and predict data

57
Q

zone of proximal development (ZPD)

A

Vygotsky’s term for the difference between what a child can do alone and what the child can do with help

58
Q

Piaget’s term for changes in a cognitive structure to include new information

A

accomodation

59
Q

Piaget’s term for adjustment to new information about the environment, achieved
through processes of assimilation and accommodation

A

adaption

60
Q

Piaget’s term for incorporation of new information into an existing cognitive structure

A

assimilation

61
Q

learning theory that emphasizes the predictable role of environment in causing observable behavior

A

behaviorism

62
Q

Bronfenbrenner’s approach to understanding processes and contexts of human development that identifies five levels of environmental influence

A

bioecological theory

63
Q

study of a single subject, such as an individual or family

A

case study

64
Q

learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response

A

classical conditioning

65
Q

study of links between neural processes and cognitive abilities

A

cognitive neuroscience

66
Q

view that thought processes are central to development

A

cognitive perspective

67
Q

Piaget’s theory that children’s cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations

A

cognitive stage theory

68
Q

view of human development that sees the individual as inseparable from the social context

A

contextual perspective

69
Q

in an experiment, a group of people, similar to those in the experimental group, who do not receive the treatment under study

A

control group

70
Q

research design intended to discover whether a statistical relationship between variables exists

A

correlational study

71
Q

study designed to assess age-related differences, in which people of different ages are assessed on one occasion

A

cross-sectional study

72
Q

in an experiment, the condition that may or may not change as a result of changes in the independent variable

A

dependent variable

73
Q

Piaget’s term for the tendency to seek a stable balance among cognitive elements; achieved through a balance between assimilation and accommodation

A

equilibration

74
Q

in-depth study of a culture, which uses a combination of methods including participant observation

A

ethnographic study

75
Q

study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species

A

ethology

76
Q

application of Darwinian principles of natural selection and survival of the fittest to individual behavior

A

evolutionary psychology

77
Q

view of human development that focuses on
evolutionary and biological bases of behavior

A

evolutionary/sociobiological perspective

78
Q

rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other

A

experiment

79
Q

in an experiment, the group receiving the treatment under study

A

experimental group

80
Q

possible explanations for phenomena, used to predict the outcome of research

A

hypotheses

81
Q

in an experiment, the condition over which the experimenter has direct control

A

independent variable

82
Q

research method in which all participants are observed under the same controlled conditions

A

laboratory observation

83
Q

view of human development that holds that changes in behavior result from experience or from adaptation to the environment

A

learning perspective

84
Q

study designed to assess age changes in a sample over time

A

longitudinal study

85
Q

model that views human development as a series of predictable responses to stimuli

A

mechanistic model

86
Q

research method in which behavior is studied in natural settings without intervention or manipulation

A

naturalistic observation

87
Q

learning through watching the behavior of others

A

observational learning

88
Q
  • learning based on association of behavior with its consequences
  • learning based on reinforcement or punishment
A

operant conditioning

89
Q

definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon

A

operational definition

90
Q

model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages

A

organismic model

91
Q
  • Piaget’s term for the creation of categories or systems of knowledge
  • Mnemonic strategy of categorizing material to be remembered
A

organization

92
Q

research method in which the observer lives with the people or participates in the activity being observed

A

participant observation

93
Q

view of human development as shaped by unconscious forces that motivate human behavior

A

psychoanalytic perspective

94
Q

in Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals

A

psychosexual development

95
Q
  • Pattern of change in emotions, personality, and social relationships
  • In Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self
A

psychosocial development

96
Q

the process by which a behavior is weakened, decreasing the likelihood of repetition

A

punishment

97
Q

discontinuous changes in kind, structure, or organization

A

qualitative change

98
Q

research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs

A

qualitative research

99
Q

changes in number or amount, such as in height, weight, size of vocabulary, or frequency of communication

A

quantitative change

100
Q

research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs

A

quantitative research

101
Q

assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group

A

random assignment

102
Q

election of a sample in such a way that each person in a population has an equal and independent chance of being chosen

A

random selection

103
Q

Bandura’s term for bidirectional forces that affect development

A

reciprocal determinism

104
Q

the process by which a behavior is strengthened, increasing the likelihood that the behavior will be repeated

A

reinforcement

105
Q

group of participants chosen to represent the entire population under study

A

sample

106
Q

temporary support to help a child master a task

A

scaffolding

107
Q

Piaget’s term for organized patterns of thought and behavior used in particular situations

A

schemas

108
Q

system of established principles and processes of scientific inquiry, which a includes identifying a problem to be studied, formulating a hypothesis to be tested by research, collecting data, analyzing the data, forming tentative conclusions, and disseminating findings

A

scientific method

109
Q

sense of one’s capability to master challenges and achieve goals

A

self-efficacy

110
Q

study design that combines cross-sectional and longitudinal techniques

A

sequential study

111
Q

theory that behaviors are learned by observing and imitating models

A

social learning theory

112
Q

Vygotsky’s theory of how contextual factors affect children’s development

A

sociocultural theory

113
Q

coherent set of logically related concepts that seeks to organize, explain, and predict data

A

theory

114
Q

Vygotsky’s term for the difference between what a child can do alone and what the child can do with help

A

zone of proximal development (ZPD)

Developmental Psychology (5 decks)

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