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Developmental Psychology > PART 2. THEORY & RESEARCH > Flashcards

PART 2. THEORY & RESEARCH Flashcards

1
Q

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

A

Theory

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2
Q

Possible explanations for phenomena, used to predict the outcome of research.

A

Hypotheses

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3
Q

2 Basic Issues

A

Active or Reactive

Continuous or Discontinuous

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4
Q

Who proposed the mechanistic model?

A

John Locke

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5
Q

Who proposed the organismic model?

A

Jean Jacques Rousseau

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6
Q

This model believes that people are like machines that react to the environment. It believes development is continuous and changes are quantitative.

A

Mechanistic Model

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7
Q

This model believes that people are active, growing organisms that set their own development in action. It believes development is discontinuous and changes are qualitative.

A

Organismic Model

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8
Q

5 MAJOR PERSPECTIVES OF HUMAN DEVELOPMENT

A 
Psychoanalytic
Learning
Cognitive
Contextual
Evolutionary/Sociobiological
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9
Q

This perspective focuses on the unconscious emotions and drives.

A

Pychoanalytic

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10
Q

This views development in the light of observable behaviors.

A

Learning

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11
Q

It is a human developmental view that emphasizes the thought process.

A

Cognitive

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12
Q

It views development through the historical, social, and context lens.

A

Contextual

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13
Q

Proposed by E.D. Wilson. This perspective believes that human development occurs because of the evolutionary and biological underpinnings of behavior.

A

Evolutionary/Sociobiological

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14
Q

3 Parts of Personality according to Freud

A

Id
Ego
Superego

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15
Q

Acts according to the pleasure principle

A

Id

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16
Q

The mediator of Id and Superego. It is responsible for finding realistic ways that satisfies the Id that are acceptable to the Superego.

A

Ego

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17
Q

Stages in Freud’s Psychosexual Development

A 
Oral stage (birth; 0-1 yrs)
Anal Stage (1-3 yrs)
Phallic Stage (3-5 yrs)
Latency Stage (5 yrs to puberty)
Genital Stage (from puberty on)
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18
Q

Occurs when a kid, while growing up, received too much or too little of something in a certain stage.

A

fixation

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19
Q

This stands up to moral standards and aims to please others.

A

Superego

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20
Q

Stages of Erikson’s Psychosocial Development

A

Trust VS Mistrust (0 to 1 1/2 yrs) = Hope
Autonomy VS Shame and Doubt (1 1/2 to 3 yrs) = Will
Initiative VS Guilt (3 to 5 yrs) = Purpose
Industry VS Inferiority (5 to 12 yrs) = Competence
Identity VS Role Confusion (12 to 18 yrs) = Fidelity
Intimacy VS Isolation (18 to 40 yrs) = Love
Generativity VS Stagnation (40 to 65 yrs) = Care
Ego Integrity VS Despair (65 and above yrs) = Wisdom

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21
Q

This theory of human development believe personality is influenced by society and develops through a series of stages with positive and negative tendencies. Positives must dominate but some degree of negative is needed to achieve optimal development.

A

Erikson’s Psychosocial Development

[Active]

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22
Q

major psychosocial challenge that is particularly important at that time and will remain an issue to some degree throughout life.

A

crisis in personality

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23
Q

Theory that states behavior is controlled by powerful unconscious urges (libido).

A

Freud’s Psychosexual Development

[Reactive]

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24
Q

Theories that says people are responders to the environment.

A

Behaviorism

[Reactive]

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25
Q

In this theory, children learn in a social context by observing and imitating others.

A

Bandura’s Social learning theory

[Active and Reactive]

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26
Q

This theory believes that changes are qualitative and occurs between infancy and adolescence.

A

Piaget’s cognitive-stage theory

[Active]

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27
Q

A theory that emphasizes social interaction as the central ingredient of cognitive development.

A

Vygotsky’s sociocultural theory

[Active]

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28
Q

It notes that human beings are processors of symbol.

A

Information-processing theory

[Active]

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29
Q

In this theory, the developing person and 5 contextual influences interact.

A

Bronfrenbrenner’s bioecological theory

[Active]

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30
Q

These theories says that human beings are the product of adaptive processes.

A

Evolutionary psychology
Bowlby’s attachment theory
[Active and Reactive - theorists vary]

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31
Q

This conditioning refers to the association of stimuli and event.

A

Classical conditioning

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32
Q

This conditioning refers to the association of behavior and consequences.

A

Operant conditioning

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33
Q

Process of strengthening a behavior thus, increasing the chances of the behavior occurring again.

A

Reinforcement

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34
Q

Process by which a behavior is weakened,

decreasing the likelihood of repetition.

A

Punishment

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35
Q

It is a form of operant conditioning used to eliminate undesirable behavior or to instill desirable behaviors.

A

Behavioral modification therapy

36
Q

Who says “Impetus for development is bidirectional.”

A

Albert Bandura

37
Q

The person acts on the world as the world acts on the person.

A

reciprocal determinism

38
Q

Also known as modeling pertains to the learning through watching and imitating models.

A

Observational learning

39
Q

sense of one’s capability to master and achieve goals

A

self-efficacy

40
Q

Stages in Piaget’s cognitive theory

A

Sensorimotor stage (0 to 2 yrs)
Preoperational stage (2 to 7 yrs)
Concrete operational stage (7 to 11 yrs)
Formal operational stage (12 and above yrs)

41
Q

3 Interrelated Process of Cognitive Growth

A

Organization
Adaptation
Equilibration

42
Q

A cognitive growth process wherein kids start to create categories or systems of knowledge.

A

Organization

43
Q

A cognitive growth process wherein kids adjust to new information or environment. It is achieved through assimilation and accommodation.

A

Adaptation

44
Q

A cognitive growth process wherein kids tend to seek balance among cognitive elements. It is achieved through balance between assimilation and accommodation.

A

Equilibration

45
Q

these are set of organized patterns

A

schemes

46
Q

Process of incorporating new information into an existing cognitive structure.

A

Assimilation

47
Q

Process of changing a cognitive structure in order to include new information.

A

Accommodation

48
Q

The gap between what a child can do alone and what the child can do with help.

A

zone of proximal development (ZPD)

49
Q

temporary support to help a child master a task

A

scaffolding

50
Q

5 systems/contextual influences in the Bioecological theory

A 
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
51
Q

It is the bidirectional influences between the developing child and their immediate surroundings.
Examples: home, school, and peers

A

Microsystem

52
Q

It is the interaction of 2 microsystems.

A

Mesosystem

53
Q

Encompasses factors that do not directly affect a developing child.
Example: parent’s jobs

A

Exosystem

54
Q

Pertains to the culture or society that frames the structures and relationships among the systems.
Examples: economic and political systems

A

Macrosystem

55
Q

Considers when and how major events happen. It is the timing of events throughout the course of life.

A

Chronosystem

56
Q

behaviors that developed to solve problems in adapting to an earlier environment

A

evolved mechanism

57
Q

It is the study of distinctive behaviors of species of animals that have evolved to increase survival of species.

A

Ethology

58
Q

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

A

Evolutionary psychology

59
Q

participants chosen to represent a population

A

sample

60
Q

selection of sample in a way that each person has an equal chance of being chosen.

A

random selection

61
Q

The result of a random selection.

A

random sample

62
Q

FORMS OF DATA COLLECTION

A

Observation
Self-reports
Behavioral/Performance Measures

63
Q

An interview wherein participants answer the same set of questions.

A

Structured interview

64
Q

An interview wherein researchers may have follow-up questions.

A

Open-ended interview

65
Q

when participants fill up a paper

A

survey/ questionnaire

66
Q

stated solely in terms of operations used to measure a phenomenon

A

operational definition

67
Q

Study of links between neural processes and cognitive abilities.

A

cognitive neuroscience

68
Q

BASIC RESEARCH DESIGNS

A

Case study
Ethnographic study
Correlational study
Experiment

69
Q

It is an in-depth study of a single individual.

A

Case study

70
Q

It is an in-depth study of a culture or subculture.

A

Ethnographic study

71
Q

Attempts to find positive or negative relationships between variables.

A

Correlational study

72
Q

It is a controlled procedure in which an experimenter controls the independent variable to determine its effects on the dependent variable.

A

Experiment

73
Q

people who are to be exposed to the experimental manipulation or treatment

A

experimental group

74
Q

people who do not receive the treatment

A

control group

75
Q

variable in which experimenter has direct control

A

independent variable

76
Q

variable that may or may not change as a result of changes in independent variable

A

dependent variable

77
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

78
Q

observer lives with people in the activty being observed

A

participant observation

79
Q

DEVELOPMENTAL RESEARCH DESIGNS

A

Cross-sectional
Longitudinal
Sequential

80
Q

Data is collected from people of different ages at the same time.

A

Cross-sectional

81
Q

Data is collected from the same person/s over a period of time.

A

Longitudinal

82
Q

Data is collected on successive cross-sectional/longitudinal samples.

A

Sequential

83
Q

ETHICS OF RESEARCH

A
  • informed consent
  • avoidance of deception
  • protect respondents from harm and loss of dignity
  • privacy and confidentiality
  • right to decline or withdraw
  • correct any undesirable effects
84
Q

3 PRINCIPLES TO RESOLVE ETHICAL DILEMMAS

A
  1. Beneficence
  2. Respect
  3. Justice
85
Q

Pertains to an investigator’s obligation to maximize potential benefits to participant and to minimize potential harm.

A

Beneficence

86
Q

Put in regard the participant’s autonomy and protection of those who are unable to exercise their own judgement.

A

Respect

87
Q

Inclusion of diverse groups together with sensitivity to any special impact the research may have on them.

A

Justice

Developmental Psychology (15 decks)

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