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Developmental Psychology > CH 1 Highlights > Flashcards

CH 1 Highlights Flashcards

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1
Q

Erickson’s 8 psychosocial stages of Dev. Stage 1: Birth to one year

A

Trust vs. Mistrust. Babies either trust that others will satisfy their basic needs, including nourishment, warmth, cleanliness, and physical contact, or develop mistrust about the care of others.

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2
Q

Erickson’s 8 psychosocial stages of Dev. Stage 2: 1-3 yrs

A

Autonomy vs shame and doubt. Children either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, or doubt their own abilities.

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3
Q

Erickson’s 8 psychosocial stages of Dev. Stage 3: 3-6 yrs

A

Initiative vs. guilt. Children either try to undertake many adult like activities or internalize the limits and prohibitions set by parents. they feel either adventurous or guilty.

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4
Q

Erickson’s 8 psychosocial stages of Dev. Stage 4: 6-11 yrs

A

Industry vs. Inferiority. Children busily practice and then master new skills or feel inferior, unable to do anything well.

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5
Q

Erickson’s 8 psychosocial stages of Dev. Stage 5: Adolescence

A

Identity vs. Role confusion. Adolescents ask themselves “who am I?’’ They establish sexual, political, religious, and vocational identities or are confused about their roles.

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6
Q

Erickson’s 8 psychosocial stages of Dev. Stage 6: Adulthood

A

Intimacy vs. Isolation. Young adults seek companionship and love or become isolated from others, fearing rejection.

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7
Q

Erickson’s 8 psychosocial stages of Dev. Stage 7: Adulthood

A

Generativity vs. stagnation. Middle-aged adults contribute to future generations through work, creative activities, and parenthood or they stagnate

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8
Q

Erickson’s 8 psychosocial stages of Dev. Stage 8:

A

Integrity vs. Despair. Older adults try to make sense of their lives. either seeing life as a meaningful whole or despairing at goals never reached.

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9
Q

Piaget’s Periods of cognitive Development: Birth to 2 yrs Sensorimotor

A

Infants use senses and motor abilities to understand the world. learning is active, without reflection.

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10
Q

Piaget’s Periods of cognitive Development: 2-6, Preoperational

A

Children think symbolically, with language, yet they are egocentric, perceiving from their own perspective.

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11
Q

Piaget’s Periods of cognitive Development: 6-11, Concrete operational

A

Children understand and apply logic. Thinking is limited by direct experience.

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12
Q

Piaget’s Periods of cognitive Development: 12 - adulthood, Formal operational

A

Adolescents and adults use abstract and hypothetical concepts. They can use analysis, not only emotion.

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13
Q

Code of ethics for studies. What are a few basic standard ethics for scientific studies (relating to participants)?

A
  • Scientists must ensure participation is voluntary, confidential, and harmless.
  • Ensure participants understand the research procedures and any associated risks.
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14
Q

Code of ethics for studies. What are a few basic standard ethics for scientific studies (2 general ones)?

A
  • Promote research accuracy, honesty, and truth.

- Study and report of crucial issues relating to the development of all people.

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15
Q

Difference-equals-deficit error

A

The mistaken belief that a deviation from some norm is necessarily inferior.

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16
Q

Dynamic-systems approach

A

A view of human development as an ongoing, ever-changing interaction between the physical, cognitive, and psychosocial influences.

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17
Q

Operant Conditioning (B.F. Skinner)

A

The learning process that reinforces or punishes behavior. Also called instrumental conditioning.

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18
Q

Classical Conditioning (Pavlov)

A

Demonstrates that behaviors can be learned by making an association between an environmental stimulus. Also called respondent conditioning.

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19
Q

nature

A

influence of genes we inherit

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20
Q

nurture

A

environmental influences affecting development

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21
Q

epigenetics

A

how environmental factors affect genes and genetic expression

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22
Q

differential susceptibility

A

how environmental experiences differ b/c of particular inherited genes

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23
Q

5 steps of scientific method

A
  1. begin with curiosity
  2. develop a hypothesis
  3. test the hypothesis
  4. draw conclusions
  5. report the results
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24
Q

three domains of human development

A
  1. biological
  2. cognitive
  3. psychological
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25
Q

critical period

A

time when certain things must occur for normal development

26
Q

sensitive period

A

time when particular development occurs most easily

27
Q

cohort

A

all persons born within a few years of one another; group defined by the shared age of its members

28
Q

bioecological theory/ecological systems approach

A

each person is affected by many social contexts and interpersonal interactions

29
Q

systems/levels in bioecological theory

A
  1. microsystem: immediate, direct influences
  2. exosytem: institutions
  3. macrosystem: cultural patterns, political philosophies,
  4. mesosytem: interaction of systems
  5. chronosystem: dimension of time
30
Q

socioeconomic status (SES)

A

income, wealth, occupation, education, neighbourhood

31
Q

poverty

A

traditionally relates to food costs and family size.

now, revised definition takes into account housing, medical care, and various subsidies

32
Q

culture

A

system of shared beliefs, norms, behaviours, expectations that persist over time and prescribe social behaviour

33
Q

social construction

A

based on shared perceptions, not objective reality

34
Q

Vygotsky’s stance on education

A

proposed guided participation as a universal process used by mentors to teach cultural skills, habits, and knowledge

35
Q

difference-equals-deficit error

A

humans tend to believe their culture is better than others; becomes destructive if reduces respect for others

36
Q

ethnicity

A

social construction (social context, not biology)

37
Q

ethnic group

A

people whose ancestors were born in the same region and who often share a language, culture, and religion

38
Q

race

A

social construction usually based on appearance often leading to racism.

39
Q

what two facts does the concept of plasticity incorporate?

A

1) people can change over time

2) new behavior depends partly on what has already happened

40
Q

dynamic systems approach

A

suggests human development is an ongoing, ever-changing interaction b/t body and mind and between individuals and every aspect of the environment

41
Q

developmental theory

A

systematic statement of principles and generalizations; framework for understanding how and why people change as they grow older

42
Q

psychoanalytic theory

A

proposes that irrational, unconscious drives and motives (often originating in childhood) underlie human behavior

43
Q

Freud

A

1st psychoanalyst

proposes 5 psychosexual stages during which sensual satisfaction is linked to developmental needs and conflicts

44
Q

Erikson

A

8 psychosocial stages each characterized by a challenging developmental crisis

45
Q

learning theory

A

focuses on observable behavior; describes laws and processes by which behavior is learned

46
Q

conditioning

A

proposes that learning takes place through processes by which responses become linked to particular stimuli

47
Q

modeling

A

social learning theory; people learn through observation and imitation. first described by Albert Bandura

48
Q

cognitive theory

A

thoughts and expectations profoundly affect actions, attitudes, beliefs, and assumptions. focus on changes in how people think over time

49
Q

assimilation

A

experiences interpreted to fit into or assimilate with old ideas

50
Q

accommodation

A

old ideas restructured to include/accommodate new ideas

51
Q

humanism

A

stresses the potential all human beings have to be good and the belief that all people have the same basic needs, regardless of culture or gender

52
Q

maslow’s hierarchy of needs

A

everyone must satisfy lower levels before higher ones; lower levels are deficiency needs, whereas the highest level is a growth need

53
Q

evolutionary theory

A

suggests organisms change over time as a result of changes in heritable physical or behavioural traits.

54
Q

charles darwin theorized nature works to ensure species do two things:

A
  1. survive

2. reproduce

55
Q

scientific method - observation vs experiment vs survey

A

observation can prove correlation.

experiments can prove causation.

surveys can show proportions but do not prove causation.

56
Q

experiment vocabs

A

independent vs dependent variable
experimental vs comparison/control groups
measures: effect size, significance, cost-benefit analysis, odds ratio, factor and meta-analysis

57
Q

Cross-sectional Research

A

A research design that compares people who differ in age but not in other important characteristics.

58
Q

Cross-sequential Research

A

A hybrid research design that includes cross-sectional and longitudinal research. (Also called cohort-sequential research or time-sequential research.)

59
Q

Longitudinal Research

A

A research design that follows the same individuals over time.

60
Q

Quantitative Research

A

Research that provides data expressed with numbers, such as ranks or scales.

61
Q

Qualitative Research

A

Research that considers individual qualities instead of quantities (numbers).

Developmental Psychology (16 decks)

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