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Intro to Human Develop > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Psychology

A

scientific study of the mind and behavior

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2
Q

4 main goals of psychology

A
  1. Describe behavior (naturalistic observation, case studies, and surveys)
  2. Explain behavior (rigorous tests, scientific experiments, and observations)
  3. Predict behavior (patterns of past instances)
  4. Change behavior.
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3
Q

developmental psychology

A

scientific study of development across a lifespan

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4
Q

physical development

A

involves growth and changes in the body and brain, the senses, and health and wellness

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5
Q

cognitive development

A

involves learning, attention, memory, language, thinking, reasoning and creativity

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6
Q

psychosocial development

A

involves emotions, personality, and social relationships

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7
Q

continuous development

A

view of development as a cumulative process, gradually improving on existing skills

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8
Q

discontinuous development

A

view that development takes places in unique stages – it occurs at specific times/ages

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9
Q

Nature

A

biology and genetics

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10
Q

Nurture

A

Environment and culture

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11
Q

the biopsychosocial model (and its main elements)

A

emphasizes the interconnection between biological, psychological, and socio-environmental factors

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12
Q

life-span perspective (and its key principles)

A

exploration of biological, cognitive, and psychosocial changes and constants that occur throughout the entire course of life

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13
Q

life-span perspective (and its key principles

A

exploration of biological, cognitive, and psychosocial changes and constants that occur throughout the entire course of life.
1. Develop occurs lifelong.
2. Develop is multidimensional.
3. Results in gains and loses throughout life.
4. Characteristics are changeable.
5. Develop is influences by contextual and sociocultural influences.
6. Develop is multidisciplinary. (complex interplay of factors influence develop across life span like biological, cognitive, and socioemotional changes)
7. Involves changing resource allocations.

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14
Q

scientific method

A

deriving hypotheses from theories and then testing those hypotheses. If the results are consistent with the theory, then the theory is supported. If the results are not consistent, then the theory should be modified, and new hypotheses will be generated

Question  research  hypothesis  experiment/ study  facts and observations  analysis  conclusions

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15
Q

Hypothesis

A

suggested explanation for an event, which can be tested (based on existing theories and knowledge)

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16
Q

Observations

A

systematic observation has two types:
1). Naturalistic observation – “real life” observations ex. Public park
- monitor in normal/usual settings
2). Structured observations – researchers create a situation likely to result in the type of behavior in which they are interested (people may act different) ex. In a lab

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17
Q

case studies

A

when researcher gather a lot of information about one or very few cases/people (not able to generalize the findings)

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18
Q

surveys

A

ask others about their thoughts, feelings, or positions on various topics (may not get accurate results, people may not be telling the truth)

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19
Q

reliability

A

consistency in response to tests and other measures

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20
Q

validity

A

accuracy

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21
Q

positive correlations

A

two variables go up/down together.

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22
Q

negative correlations

A

two variables move in opposite direction.

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23
Q

Experiments

A

only research method that can measure cause and effect.
- 3 conditions:
1). The independent and dependent variables must be related (when one is related, the other changes in response)
2). The cause must come before the effect.
3). The cause must be isolated.
- Designed to test hypotheses (or specific statements about the relationship between variables) in a controlled setting in efforts to explain how certain factors or events produce outcomes.

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24
Q

independent variables

A

something altered or introduced by the researcher.

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25
dependent variables
the outcome or the factor affected by the intro of the independent.
26
experimental groups
exposed to the independent variable/condition.
27
control groups
Not exposed to independent variable.
28
cross-sectional
used to examine behavior in participants of different ages who are tested at the same point in time.
29
longitudinal
beginning with a group of people who may be of the same age and background (cohort) and measuring them repeatedly over a long period of time. (people can be followed through time and compared with themselves).
30
sequential research designs
include elements of both longitudinal and cross-sectional research designs (followed over time) *most powerful!*
31
ethnocentrism
term anthropologists use to describe the opinion that ones own way of life is natural or correct. (cultural ignorance).
32
deception
purposely misleading experiment participants in order to maintain the integrity of the experiment, but not to the point where the deception could be considered harmful.
33
debriefing
complete, honest info about the purpose of the experiment, how the data collected will be used, the reasons why deception was necessary, and the info about how to obtain additional info about the study.
34
social identities
often defined as ones group memberships shaped by individual characteristics, historical factors, and social and political contexts. - Large power structures in society
35
health disparities
preventable differences in the burden of disease, injury, violence, opportunities to achieve optimal health that are experienced by socially disadvantaged populations.
36
implicit bias
stereotypes about people that remain hidden the person who holds them. - Everyone has them. - Don’t necessarily align with our beliefs. - Generally favor our own in- group. - Malleable, can change.
37
Intersectionality
complexity and multidimensionality of peoples lives and social identities.
38
social determinants of health
result from multiple factors… 1. Poverty 2. Environmental threats 3. Inadequate access to health care 4. Individual and behavioral factors 5. Educational inequalities
39
psychology of scarcity
considers how people’s minds are less efficient when they feel that they are lacking something.
40
material culture
objects/belongings of a group of people.
41
nonmaterial culture
ideas, attitudes and beliefs of a society.
42
Values
cultures standard for discerning what is good and just in society.
43
Beliefs
tenets/convictions that people hold to be true.
44
blue zones
efforts to study the common factors between these areas and the people who live - Identified 5 regions: 1. Japan 2. Italy 3. Costa Rica 4. Greece 5. California
45
cultural competence
set of congruent behaviors, attitudes, and policies that come together in a system, agency or among professional and enable that system agency or those professionals to function effectively.
46
cultural awareness
deliberate, cognitive process in which health care providers become appreciative and sensitive to the values, beliefs, attitudes, practices, and problem-solving strategies of a patients culture.
47
desire
intrinsic motivation and commitment on the part of a nurse to develop cultural awareness and cultural competency.
48
knowledge
seeking info about cultural health beliefs, and values to understand patients world views.
49
sensitivity
being tolerant and accepting of cultural practices and beliefs of people.
50
skill
nurse ability to gather and synthesize relevant cultural info about their patients while panning care and using culturally sensitive communication skills.
51
theories in science
guides and helps us interpret research findings as well. Help piece together various studies.
52
Freud's psychosexual theory (and its stages)
suggests that human behavior is influenced by unconscious memories, thoughts, and urges. Comprises three aspects; the id, ego, and superego. 1. Oral (0-1 years) 2. Anal (1-3 years) 3. Phallic (3-6 years) 4. Latency (6-12 years) 5. Genital (12+ years)
53
Erikson's psychosocial theory (and its stages
suggests that your ego identity develops throughout your entire life during eight specific stages. 1. Trust vs. mistrust – hope (birth -12 months) 2. Autonomy vs. shame – will (1-3 years) 3. Iniative vs. guilt – purpose (3-6 years) 4. Industry vs. inferiority – competence (7-12 years) 5. Identity vs. role confusion – fidelity (12-18 years) 6. Intimacy vs. isolation – love (20s- 40s) 7. Generativity vs. stagnation – care (40s -60s) 8. Integrity vs. despair – wisdom (60s – end of life)
54
classical conditioning
occurs when a neutral stimulus is paired with an unconditioned stimulus that reliably causes and unconditioned response. (dog with bell)
55
operant conditioning
the consequences of a behavior determine whether it will be repeated. - Reinforcement increases the chance of repeated behavior. - Punishment decreases the chance of repeated behavior
56
social learning theory
observational learning or imitation - If you see someone do something you are more likely to do something. - Bobo doll experiment
57
Piaget's theory of cognitive development (and its stages)
believed our desire to understand the world comes from a need for cognitive equilibrium. - Schemas (categories) - Assimilation (taking things in) - Accommodation (moving/making new room) - Stages: 1. Sensorimotor (birth – 2 years) 2. Preoperational thought (2-6 years) 3. Concrete operational thought (7 years to early adolescents) 4. Formal operational thought (adolescences and beyond)
58
Vygotsky's sociocultural theory
sociocultural expectation on child development - Focuses on how adults convey aspects of their culture to children. - Scaffolding: offering just enough help to a learner, but not too much.
59
Theory of Reasoned Action
intentions are directly predicted by 1). An individuals attitude towards the behavior and 2). Subjective norms.
60
Theory of Planned Behavior
behavior is directly determined intentions. - Individuals intentions to perform said behavior increase, they are more likely to actually preform the behavior.
61
Transtheoretical Model
assess an individuals readiness to implement a healthier behavior, and provides insight into the decision-making process that leads to actions. 1. Precontemplation (not ready) 2. Contemplation (getting ready) 3. Preparation (ready) 4. Action 5. Maintenance
62
locus of control
our beliefs about the power that we have over our lives (internal: direct result of our efforts/external: outcomes are outside of our control)
63
terror management theory
people exhibit self-protective emotional and cognitive responses (including adhering more strongly to their cultural worldview and prejudices) when confronted with reminders of death or sense of self-esteem.
64
Ecological Systems Model (and its levels
direct and indirect influence on an individuals development 1. Microsystems 2. Mesosystems 3. Exosystem 4. Macrosystem 5. Chronosystem
65
Family Systems Theory (and its main elements)
how the family socialized children 1. Boundaries 2. Roles 3. Rules 4. Hierarchy 5. Climate 6. Equilibrium
66
evolutionary psychology
focuses on how universal patterns of behavior and cognitive processes have evolved over time
67
behavioral genetics
science of how genes and environments work together to influence behavior
68
epigenetics
develop through an unfolding of our personality in predetermined stages and that our environment and surrounding culture influence how we progress through these stages.
69
endocrine systems
series of glans that produce chemical substance known as hormones.
70
hormones
chemical messengers that must bind to a receptor in order to send their signal.
71
prenatal development
germinal period (weeks 1-2), embryonic period (weeks 3-8), and fetal period (weeks 9-40)
72
germinal
starts at the time of conception, when the sperm and the egg combine to form a zygote
73
zygote
the earliest stage of conception, also known as fertilization.
74
Embryonic
germ layers appear, become more organized and begin to form the early structures of the body.
75
fetal periods
the period of time during pregnancy where fetal growth and development occurs.
76
Teratogens
factors that can contribute to birth defects which include some maternal diseases, drugs, alcohol, and stress. (environmental: pollution, organic mercury, herbicides, industrial, radiation, lead,- disease: HIV, Diabetes, etc. , and drug: any amounts of hard drugs, smoking, drinking, some over the counter medications.)
77
Childbirth
the action of giving birth to a child
78
maternal mortality
the annual number of female deaths from any cause related to or aggravated by pregnancy or its management during pregnancy and childbirth or within 42 days of termination of pregnancy.
79
postpartum period
six to eight weeks after birth
80
postpartum depression
medical condition that many women get after having a baby. 10%-15% of first time moms experience.
81
foster care
temporary living situation for kids whose parents can not take care of them and whose need for care
82
adoption
the act of legally taking a child to be taken care of as your own
83
fertility solutions
(IVF: medical procedure where an egg is fertilized by sperm in a test tube or elsewhere outside the body, surrogacy: process in which a women carries and delivers a child for a couple or individual)
84
Arnold Gesell
carried out the first large scale study of children’s behavior. - Maturation theory: young children’s development occurs in stages that are not strictly correlated to age.
85
Jean Piaget
research on children’s cognitive development. - Theory of cognitive development.
86
Erik Erikson
theory that each stage of life is associated with a specific psychological struggle. - Eight stages
87
George L. Engel
dynamic, interactional, but dualistic view of human experience in which there is mutual influence of mind and body. - Biopsychosocial model
88
Paul Baltes
development across the lifespan is influenced by the “joint expression of features of growth (gain) and decline (loss)” - Life span perspective
89
Madeleine Leininger
nurses needed a better understanding of patients cultures to best administer care to them - Transcultural care in nursing
90
Sigmund Freud
the mind is responsible for both conscious and unconscious decisions that it makes on the basis of psychological drivers.
91
Ivan Pavlov
how organisms acquire new behaviors and responses through repeated associations between stimuli - Classical conditioning - Dog & bell
92
John Watson
a child’s environment is the factor that shapes behaviors over their genetic makeup or natural temperament.
93
B.F. Skinner
our behaviors are developed or conditioned through reinforcements - mouse experiment
94
Albert Bandura
observation and modeling play a primary role in how and why people learn. - Bobo doll experiment
95
Lev Vygotsky
child’s cognitive development and learning ability can be guided and mediated by their social interactions - Can give just enough help but not too much
96
Julian Rotter
ersons behavior was controlled by their personality’s response to the environment. - Locus of control
97
Urie Bronfenbrenner
child development is a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs. - Microsystem, mesosystem, exosystem, macro, chrono

Intro to Human Develop (1 decks)

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