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SSCPSYCH302 > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

What do specialists in lifespan development focus on?

A

growth and change that occur throughout a lifespan

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2
Q

lifespan development

A

the field of study that examines patterns of growth, and change, and stability in behaviour that occur throughout the entire lifespan

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3
Q

physical development

A

development involving the body’s physical markup, including the brain, nervous system, muscles, and senses, and the need for food, drink, and sleep

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4
Q

cognitive develoment

A

development involving the ways that growth and change in intellectual capabilities influence a person’s behaviour.
They examine aspects such as learning, memory, and problem solving skills.

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5
Q

social development

A

the ways in which individuals’ interactions with each other and their social relationships grow, change, and remain stable over the course of life

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6
Q

The age ranges during develoment

A

prenatal (conception to birth)
infancy and toddlerhood (birth - 3)
preschool (3-6)
middle childhood (6-12)
adolescence (12-20)
young adulthood (20-40)
middle adulthood (40-65)
late adulthood (65 - death)

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7
Q

social constructions

A

shared notion of reality, that is widely accepted by society and culture

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8
Q

cohort

A

a group of people born at around the same time in the same place

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9
Q

age-graded influence

A

biological and environmental influences that are similar for individuals in a particular age group

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10
Q

socio-cultural influences

A

the social and cultural factors present at a particular time for a particular individual, depending on variables such as ethnicity, social class, and subcultural membership

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11
Q

non-normative life events

A

specific, atypical events that occur in a person’s life at a time when such events do not happen to most people

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12
Q

key issues in lifespan development

A

continuous change
discontinuous change
critical analysis
sensitive analysis
lifespan approach
particular periods approach
Nature (genetic factors)
Nurture (environmental factors)

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13
Q

continuous change

A

gradual development in which achievements at one level build on those of previous levels
- It is quantitive in nature

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14
Q

discontinuous change

A

development that occurs in distinct steps, or stages, with each step bringing about behaviour that is assumed to be qualitively different from behaviour at earlier stages

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15
Q

critical period

A

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

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16
Q

sensitive period

A

A point of development when organisms are particularly susceptible to certain kinds of stimuli in their environment, but their absence of those stimuli does not always produce irreversible consequences

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17
Q

maturation

A

the predetermined unfolding of genetic information

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18
Q

nature

A

traits and abilities that are inherited from one’s parents

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19
Q

nurture

A

environmental influences that shape behaviour

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20
Q

psychodynamic perspective

A

the approach that behaviour us motivated by inner forces, memories, and conflicts that are generally beyond peoples awareness and control

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21
Q

psychoanalytic theory

A

the theory proposed by Freud that suggests that unconscious forces act to determine personality and bahaviour

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22
Q

id

A

the raw unorganized, inborn part of personality, which is present at birth

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23
Q

pleasure principle

A

the goal to maximize satisfaction and reduce tension

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24
Q

ego

A

the rational part of the personality. It acts as a buffer between id and the real world.

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25
Q

reality principle

A

where the instinctual energy is restraint in order to maintain the safety of the individual and help integrate the person into society

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26
Q

superego

A

represents the conscience, incorporating distinctions between right and wrong

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27
Q

psychosexual development

A

According to Freud, a series of stages that children pass through in which pleasure, or gratification focuses on a particular function and body part

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28
Q

different stages of psychosexual development

A

oral

anal

phallic

latency

genital

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29
Q

oral

A

interested in oral gratification from sucking, eating, mouthing, biting (trust vs mistrust)

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30
Q

anal

A

gratification from expelling or withholding feces. Coming to terms with societies controls related toilet training (Autonomy vs Shame and doubt)

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31
Q

phallic

A

Interest in the genitals. Coming to terms with Oedipal conflict, leading to identification with same sex parent. (Initiative vs guilt)

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32
Q

latency

A

sexually concerns largely unimportant (industry vs inferiority)

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33
Q

genital

A

reemergence of sexual interests and establishment of mature sexual relationships (identity vs role diffusion)

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34
Q

fixation

A

behviour reflecting on earlier stage of development due to an unresolved conflict

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35
Q

psychosocial develpment

A

the approach that encompasses changes in our interactions with and understandings of another, as well as in our knowledge and understanding of ourselves as members of society

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36
Q

generativity vs stagnation phase

A

were contributions to family, community, and society can either produce positive feelings about the continuity of life or a sense of stagnation and disappointment about what they are passing on to future generations

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37
Q

behavioural perspective

A

the approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment

38
Q

classical conditioning

A

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

39
Q

operant conditioning

A

a form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences

40
Q

behavioral modification

A

a formal technique for promoting the frequency of desirable behavior and decreases the incidence of unwanted ones

41
Q

social-cognitive learning theory

A

learning by observing the behavior of another person, called a model.

42
Q

four steps of social cognitive learning process

A
  1. an observer must pay attention and perceive the most critical features of behavior
  2. The observer must successfully recall the behavior
  3. The observer must reproduce the behavior accurately
  4. the observer must be motivated to learn and carry out the bahavior
43
Q

cognitive perspecive

A

the approach that focusses on the process that allows people to know understand and think about the world

44
Q

Piaget’s theory of cognitive development

A

This theory proposes that all people pass through a fixed series of developmental stages

45
Q

schemes

A

organized mental patterns that represent behavior and actions

46
Q

assimilation

A

the process in which people understand an experience in terms of their current stage of cognitive development and thinking

47
Q

accomodation

A

changes in existing ways of thinking in response to encounters with new stimuli

48
Q

information processing approach

A

models that seek to identify the ways individuals take in, use and store information

49
Q

neo-Piagetian theory

A

considers cognition as being made up of different types of individual skills. Suggests that development occurs quickly in some areas and slower in others

50
Q

cognitive neuroscience approaches

A

approaches that examine cognitive development through the lens of brain processes

51
Q

humanistic perspective

A

the theory contending that people have a natural capacity to make decisions about their lives and control their behavior

52
Q

self actualization

A

state of self-fulfillment in which people achieve their highest potential in their own unique way

53
Q

contextual perspective

A

the theory that considers the relationship between individuals and their physical, cognitive, and social worlds

54
Q

bioecological perspective

A

the perspective that suggests that different levels of the environment simultaneously influences the environment

55
Q

five levels that influence individuals according to the bioecological perspective

A
  1. microsystem
  2. mesosystem
  3. exosystem
  4. macrosystem
  5. chromosystem
56
Q

microsystem

A

the everyday, immediate environment

57
Q

mesosystem

A

provides connections between the various aspects of the microsystem

58
Q

exosystem

A

broader influences, encompassing societal institutions

59
Q

macrosystem

A

larger cultural influences on an individual eg society or value systems

60
Q

chronosystem

A

underlies each of the previous systems and involves the passage of time and more gradual historical changes.

61
Q

individualism

A

the dominant western philosophy that emphasizes personal identity, uniqueness, freedom, and the worth of an individual

62
Q

collectivism

A

the notion that well-being of the group is more important than the wellbeing of an individual

63
Q

sociocultural theory

A

the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture

64
Q

evolutionary perspective

A

the theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors

65
Q

ethology

A

a field that examines the ways in which our biological makeup influences our behavior

66
Q

behavioral genetics

A

an area within lifespan development which studies the effects of heredity on behavior

67
Q

six major perspectives in lifespan development

A
  1. Psychodynamic
  2. behavioral
  3. cognitive
  4. humanistic
  5. contextual
  6. evolutionary
68
Q

eclectic approach

A

drawing on a variety of different approaches

69
Q

scientific method

A

the process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection of data

70
Q

the three steps of the scientific method

A
  1. Identifying the question of interest
  2. formulating explanations
  3. carrying out reseach
71
Q

theories

A

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

72
Q

hyposthesis

A

a prediction stated in a way that permits it to be tested

73
Q

two major research categories

A

correlational research and experimental research

74
Q

correlational reseach

A

research that seeks to identify whether an association or relationship between two factors exists

75
Q

experimental research

A

research designed to discover causal relationships between two factors

76
Q

naturalistic observations

A

a type of correlational study in which some naturally occurring behavior is observes without intervention

77
Q

ethnography

A

a method used to investigate cultural questions

78
Q

case study

A

a study that involves extensive in-depth interviews with a particular individual or small group of individuals

79
Q

survey research

A

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

80
Q

psycho-physiological methods

A

research that focuses on the relationship between physiological processes and psychological behaviour

81
Q

Electroencephalogram (EEG)

A

The EEG reports electrical activity within the brain
recorded
by electrodes placed on the outside of the skull. That brain activity is transformed
into a pictorial representation of the brain, permitting the representation of brain
wave patterns and diagnosis of disorders such as epilepsy and learning disabilities.

82
Q

Computerized axial tomography (CAT) scan

A

In a CAT scan, a computer constructs
an image of the brain by combining thousands of individual X-rays taken at slightly
different angles. Although it does not show brain activity, it does illuminate the
structure of the brain.

83
Q

Functional magnetic resonance imaging (fMRI)

A

scan. An fMRI provides a detailed,
three-dimensional computer-generated image of brain activity by aiming a powerful
magnetic field at the brain. It offers one of the best ways of learning about the operation
of the brain, down to the level of individual nerves.

84
Q

experiment

A

a process in which an investigator,
called an experimenter, devises
two different experiences for participants
and then studies and
compares the outcomes

85
Q

sample

A

the group of participants chosen
for the experiment

86
Q

field study

A

a research investigation carried
out in a naturally occurring
setting

87
Q

laboratory study

A

a research investigation conducted
in a controlled setting explicitly
designed to hold events constant

88
Q

theoretical research

A

research designed specifically
to test some developmental
explanation and expand scientific
knowledge

89
Q

applied research

A

research meant to provide
practical solutions to immediate
problems

90
Q

longitudinal research

A

research in which the behavior of
one or more participants in a study
is measured as they age

91
Q

cross sectional research

A

research in which people of different
ages are compared at the same
point in time

92
Q

sequential stories

A

research in which researchers examine
a number of different age
groups over several points in time

SSCPSYCH302 (20 decks)

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