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DEVELOPMENTAL PSYCHOLOGY (CHAP 1) Flashcards

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1
Q

Field of study that examines patterns of growth, change, and stability
in behavior that occurs throughout the entire lifespan.

A

LIFESPAN DEVELOPMENT

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2
Q

Development involving the body’s physical makeup, including the brain,
nervous system, muscles, and senses, and the need for food, drink, and sleep.
Ex: effect of malnutrition on growth

A

Physical development

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3
Q

Development involving the ways that growth and change in intellectual
capabilities influence a person’s behavior; Examines learning, memory, problem-solving skills, and intelligence.
Ex: Examine how problem-solving skills change over the course of life

A

Cognitive development

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4
Q

Development involving the ways that the enduring characteristics that
differentiate one person from another change over the life span.

A

Personality development

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5
Q

the way in which individuals’ interactions with others and their social
relationships grow, change, and remain stable over the course of life.

Ex: a specialist in social development might examine the effects of racism or poverty or divorce on
development. Violence in the home affecting the children’s development.

A

Social development

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6
Q

These broad periods-which are largely accepted by lifespan developmentalists.

Is a shared notion of reality, one that is widely accepted but is a function of society and culture at a given time.

A

social construction

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7
Q

Timing of events in people’s lives.
In part, this is a biological fact of life:
“People mature at different rates and reach developmental milestones at different points.”

A

individual differences

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8
Q

Provide an example of history-graded influences, which are biological and environmental influences associated with a particular historical moment.

Ex: People who lived in New York during the 9/11 terrorist attack Filipinos who lived in Marawi during the siege.

A

Cohort Effects

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9
Q

biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised.
Ex: puberty and menopause, entry into formal education

A

Age-graded influences

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10
Q

the social and cultural factors present at a particular individual, depending on such variables as ethnicity, social class and subcultural membership.
Ex: children who are white & affluent than for children who are members of a minority group and living
in poverty

A

Sociocultural-graded influences

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11
Q

– specific, atypical events that occur in a particular person’s life at a time
when such events do not happen to most people.
Ex: children whose parents died in an automobile accident when she was 6 yrs old

A

Non-normative life events

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12
Q

gradual development in which achievements at one level build on those of
previous levels.
Ex: changes in height prior to adulthood

A

Continuous Change

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13
Q
  • development that occurs in distinct steps or stages. with each stage
    bringing about behavior that is assumed to be qualitatively different from behavior at earlier
    stages.
    Ex. Cognitive development
A

Discontinuous Change

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14
Q
  • a specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli is necessary for development to proceed normally.
    Ex: A pregnant woman who has measles in the 11th week of pregnancy may have devastating consequences on the child
A

Critical Period

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15
Q

sensitive period a point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences.

Ex: Rather than suffering permanent damage from a lack of certain kinds of early social experiences, there is increasing evidence that people can use later experiences to their benefit

A

Sensitive Period

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16
Q

refers to traits, abilities, and capacities that are inherited from one’s parents. It
encompasses any factor that is produced by the predetermined unfolding genetic information – a
process known as Maturation

A

Nature

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17
Q

refers to the environmental influences that shape behavior.

A

Nurture

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18
Q

explanations and predictions concerning phenomena of interest, providing a framework for
understanding the relationships among an organized set of facts or principles.

A

Theory

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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20
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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21
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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21
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
22
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
22
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
22
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
22
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
23
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
23
FOCUSING ON THE INNER PERSON Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner forces, memories, and conflicts of which a person has little awareness or control.
PSYCHODYNAMIC PERSPECTIVE
24
The inner forces, which mays term from one’s childhood, continually influence behavior throughout lifespan.
Psychoanalytic Theory of Freud
25
a series of stages that children pass through in which pleasure, or gratification, is focused on a particular biological function and body part.
psychosexual development
26
Psychoanalytic Theory of Freud What develops : Focus on _____________, _____________act to determine personality and behavior
inner person, unconscious forces
27
Psychoanalytic Theory of Freud How development proceeds: Behavior motivated by inner forces, ____________ and _____________
memories, conflicts
28
Personality has three aspects
id, ego, and superego
29
Psychosexual development involves series of stages
oral, anal, phallic, genital
30
encompasses changes in our interactions with and understandings of one another as well as in our knowledge and understanding of us as members of society
Erikson’s Psychosocial Development
31
Primary focus Psychosocial Development
social interaction with others
32
Development occurs through changes in interactions with and understanding of ________ and in __________ and understanding of _____________
others, self knowledge, members of society
33
Psychosocial development involves_______distinct, fixed, universal stages; Each stage presents _______to be resolved; growth and change are lifelong
eight, crisis/conflict
34
FOCUSING ON OBSERVABLE BEHAVIOR the approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment. reflects the view that nurture is more important to development than nurture.
BEHAVIORAL PERSPECTIVE
35
Behavioral theories_______ the notion that people universally pass through a series of stages. Instead, people are assumed to be affected by the __________ to which they happen to be exposed.
reject , environmental stimuli
36
a type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response.
Classical conditioning
37
Bell (NS) creates no response for the dog. With the presence of Dog Food (UCS), the dog salivates (UCR)
Before Conditioning
38
The bell (N.S.) is repeatedly presented with the food (UCS.).
During Conditioning
39
The dog begins to salivate upon hearing the tone (neutral stimulus becomes conditioned stimulus).
After Conditioning
40
a form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences. It differs from classical conditioning in that the response being conditioned is voluntary and purposeful rather than automatic (like salivating)
Operant conditioning
41
In Operant conditioning, formulated and championed by psychologist ____________ (1904- 1990), individuals learn to act deliberately on their environments in order to bring about desired consequences
B.F. Skinner
42
 In a sense, people _____________ on their environment to bring about a desired state of affairs.
operate
43
consequence that occurs after a behavior and increases the chance that the behavior will occur again
Reinforcement
44
adding something desirable (e.g., warmth); presentation of pleasant stimulus (e.g., recitation in class – additional 5 pts.)
Positive reinforcement
45
ending or taking away something unpleasant (e.g., the cold); removal of unpleasant stimulus (e.g., headache – drink coffee)
Negative reinforcement
46
Consequence that occurs after a behavior and decreases the chance that the behavior will occur again; aversive event that decreases the behavior that it follows powerful controller of unwanted behavior
Punishment
47
presentation of aversive or unpleasant stimulus after a response Example: naughty - spank
Positive Punishment
48
removing a reinforcing stimulus after a response Example: cheats in class – 65% grade; car accident - retrieve driver’s license, low grade – no tv
Negative Punishment
49
Principles of Operant conditioning are used in __________ , a formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones.
behavior modification
50
Learning through Imitation Learning by observing the behavior of another person, called a model.  In the Bobo doll studies, children exhibited aggressive behavior after observing an aggressive model.
Social-cognitive Learning Theory
51
Perspective: _________ Theorist: _______ and colleagues What develops: Focus on learning through ________ How development proceeds: Behavior is learned through ____________
Behavioral Albert Bandura imitation observation
52
Social-cognitive learning occurs through four steps
attend/perceive, recall, | accurately reproduce, motivated to carry out behavior
53
EXAMINING THE ROOTS OF UNDERSTANDING | the approach that focuses on the processes that allow people to know, understand, and think about the world.
COGNITIVE PERSPECTIVE
54
emphasizes how people internally represent and think about the world. By using this perspective, developmental researchers hope to understand how children and adults process information and how their ways of thinking and understanding affect their behavior
cognitive perspective
55
Swiss Psychologist who proposed that all people pass in a fixed sequence through a series of universal stages of cognitive development. He suggested that not only does the quantity of information increase in each stage, but the quality of knowledge and understanding changes as well. His focus was on the change in cognition that occurs as children move from one stage to the next.
Piaget
56
Human thinking is arranged into ________ , organized mental patterns that represent behaviors and actions.
schemes
57
Process in which people understand an experience in terms of their current stage of cognitive development
Assimilation
58
- Changes in existing ways of thinking in response to encounters with new stimuli or events.
Accommodation
59
Models that seek to identify the ways individuals take in, use, and store information. They assume that even complex behavior such as learning, remembering, categorizing and thinking can be broken down into a series of individual, specific steps.  Assume that development is marked more by quantitative advances  Our capacity to handle information changes with age, as does our processing speed and efficiency.
Information Processing Approaches
60
approaches that examine cognitive development through the lens of brain processes.  Consider internal, mental processes, but they focus specifically on the neurological activity that underlies thinking, problem solving and other cognitive behavior.
Cognitive Neuroscience Approaches
61
Theorist: Carl Rogers; Abraham Maslow  What develops: Focus on each individual’s ability and motivation to reach more advanced levels of maturity; people naturally seek to reach full potential
HUMANISTIC PERSPECTIVE
62
Free of supernaturalism, approach recognizes human beings as a part of _______ and holds that values (religious, ethical, social, or political) have their source in human experience and culture
nature
63
All people have need for ___________ resulting from underlying wish to be loved and respected; it comes from others
positive regard
64
Focus relationship between individuals and their physical, cognitive, personality, and social worlds
Bioecological Approach to Development
65
is the everyday, immediate environment in which children lead their daily lives. Homes, caregivers, friends, and teachers all are influences
Microsystem
66
Provides connections between the various aspects of microsystem. Like links in a chain, binds children to parents, students to teachers, employees to bosses, friends to friends.
Mesosystem
67
Represents broader influences, encompassing social institutions such as local government, the community, schools, places of worships, and the local media.
Exosystem
68
- Represents larger cultural influences on an individual. Society in general, types of governments, religious and political value systems, and other broad encompassing factors
Macrosystem
69
Underlies each of the previous systems. It involves the way the passage of time, including historical events and more gradual historical changes affect children’s development.
Chronosystem
70
The bioecological approach emphasizes the __________of the influences on development. Because the various levels are related to one another, a change in one part of the system affects other parts of the system.
interconnectedness
71
Theorist: Lev Vygotsky  What develops: As children play and cooperate with others, they learn what is important in their society and advance cognitively in their understanding of world
SOCIOCULTURAL PERSPECTIVE
72
Development is a ___________ between people in the child’s environment and the child.
reciprocal transaction
73
Theorist: Charles Darwin/Konrad Lorenz  What develops: Through a process of natural selection traits in a species that are adaptive to its environment are creative
EVOLUTIONARY PERSPECTIVE
74
is the process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection of data.
Scientific method
75
prediction stated in a way that permits it to be tested.
Hypothesis
76
research that seeks to identify whether an association or relationship between two factors exists.
Correlational research
77
research designed to discover causal relationships | between various factors.
Experimental research
78
occurs when some naturally occurring behavior is observed without intervention in the situation.
Naturalistic Observation
79
e method borrowed from the field of anthropology and use to investigate cultural questions
Ethnography
80
studies that involve extensive, in-depth interviews with a particular individual or small group of individuals.
Case Studies
81
- a type of study where a group of people chosen to represent some larger population are asked questions about their attitudes, behavior, or thinking on a given topic.
Survey Research
82
research that focuses on the relationship between physiological processes and behavior.
Psychophysiological Methods
83
records electrical activity within the brain recorded by | electrodes placed on the outside of the skull.
Electroencephalogram (EEG)
84
a computer constructs an image | of the brain by combining thousands of individual x-rays taken at slightly different angles.
(CAT) scan
85
provides a detailed, three-dimensional | computer-generated image of brain activity by aiming a powerful magnetic field at the brain.
Functional magnetic resonance imaging (fMRI) scan
86
- a process in which an investigator, called an experimenter, devises two different experiences for participants and then studies and compares the outcomes of the participants exposed to those two different conditions in order to see how behavior is affected.
Experiment
87
_____________: exposed to treatment variable being studied | ____________: not studied
Treatment/experimental group | Control group
88
The ____________is the variable that researchers manipulate in the experiment.
independent variable
89
The ___________ is the variable that researchers measure in an experiment and expect to change as a result of the experimental manipulation.
dependent variable
90
Capture behavior in real-life settings  Participants may behave more naturally  May be used in correlational studies and experiments  Often difficult to exert control over situation and environment
Field study
91
Hold events constant |  Enables researchers to learn more clearly how treatment affect participants
Laboratory study
92
test some developmental explanation & to expand scientific knowledge
Theoretical research
93
test some developmental explanation & to expand scientific knowledge
Theoretical research
94
to provide practical solutions to immediate problems
Applied research
95
the behavior of one or more study participants is measured as they age. measures change over time; Terman IQ study; require significant investment of time;
Longitudinal research
96
people of different ages are compared at the same point in time. studies provide information about differences in development between different age groups; cohort effects; selective dropout; unable to inform about changes in individuals or groups.
cross-sectional research,
97
researchers examine a number of different age groups at several points in time; a combination of longitudinal and cross-sectional studies; permits developmental researchers to tease out the consequences of age change versus age difference
sequential studies

AB PSYCHOLOGY (13 decks)

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