chapter 1

Question 1

development is?

Answer 1

multidirectional
multidimensional
plastic
multidisciplinary
contextual

Question 2

multi-dimensional development

Answer 2

• has many different domains; physical, cognitive, social, emotional, etc

Question 3

multi-directional development

Answer 3

• kids shape parents and siblings shape each other.
  
  • kids personalities and mannerisms can change parents. Sometimes children change a parent the parent may decide they do not want children anymore. We all shape each other

Question 4

plasticity in development

Answer 4

neuroplasticity - the brain’s ability to change and adapt dependent on physical damage, hard experiences, psychological and emotional trauma.
- our learning and experiences change our brains.

Question 5

structural and functional plastic development

Answer 5

structural - experiences or memories change a brain’s physical structure
functional - brain functions move from damaged areas to undamaged areas

Question 6

development: growth, maintenance, loss

Answer 6

growth: the ability to learn new things, have new abilities, and grow as a person
maintenance: the ability to maintain the abilities you have and hold steady. This is the same for cognitive and physical abilities. It’s good to grow but sometime all we can do is maintain
loss: it happens, how we deal with it, come back from it, and learn from it

Question 7

multidisciplinary

Answer 7

• being able to unlock all of the mysteries of development throughout various stages of life
  
  • medicine, chemistry, history, ecology, communication, etc

Question 8

contextual development

Answer 8

our growth and development is very specific to our own circumstances and aspects of our lives
- exposures to things, experiences, people, lives, languages/cultures, locations, etc.

Question 9

nature versus nurture

Answer 9

nature is more of the genetics and where we come from, by genetic inheritance and biological factors. Nurture is like an influence of outside factors like the environment, and the exposure or experiences of an individual

Question 10

what happens with just nature

Answer 10

◦With just nature people may assume that only environment matters, and if you grew up with a bad parent you may be a bad parent. Or if parents don’t teach us right that we will be destined to not do well.. Maybe even that only people who are genetically fit should possess
the ability to reproduce.
- can lead to us not to think about experiences on top of genes. Make us not realize that genetics and a person’s experiences influence their personality

Question 11

what happens with just nurture

Answer 11

◦With nurture the idea is that a child’s environment may influence the way they grow up, and
who they grow to be. “That you can take a child and turn them into whomever and however
you want them to be” not necessarily true.

Question 12

nature is more than what? and is?

Answer 12

‣ Nature is more than just genes
‣ Even when we know someone’s genetics anything can happen.
‣ We may assume that if two good athletes have kids they will have very athletic kids but
that will not always be the case. Statistically this will happen most of the time but not all
of the time.
‣ Ugly people may have beautiful kids or beautiful people may have ugly kids.
‣ Non-athletic people may have kids that are very good athletes.

Question 13

• Scarr’s View of Nature x Nature Interactions

Answer 13

◦Environment vs. genotype interactions

Question 14

the passive part of Scarr’s view of nature x nurture

Answer 14

‣ Passive -> not your own genes but your parents genes. Your context and abilities are
based partially on your parents genes. You environment was shaped by the environment
and behaviors based on your genes.

Question 15

the evocative part of Scarr’s view of nature x nurture

Answer 15

‣ Evocative -> based on who you are from the very start each person has their own unique
way of interacting with the world. Some evoke different responses. Pretty babies are
more likely to get a different and more reactions than that of a uglier baby. Those that
may be more interactive, make eye contact, and look around from the start as a baby
may get more reactions and responses from people around them.

Question 16

the active part of Scarr’s view of nature x nurture

Answer 16

‣ Active (niche-picking) -> Based on genes but a combination of evocative and passive
interactions by around middle school you start getting into active. By this time this is
when people start niche-picking and not only finding who they are, but if they are an
athlete, nerd, leader, or what they do.

Question 17

Robert Plomin: non-shared environment

Answer 17

◦Age, race, gender, family income, what school you go to, where you live.
‣ This is the shared environment in families.
◦What really makes sense are the non-shared environments in families
‣ Who’s the favorite child, age differences, behaviors. These small differences ex:
individual is a good athlete, but the older sibling is an even better athlete. the small
differences do better at showing who we are.

Question 18

continuity versus discontinuity:

Answer 18

continuity: we get older, we get taller, we become more of what we are, we change in
weight, we change in verbal development

Question 19

continuity versus discontinuity: discontinuity

Answer 19

• things like cognitive development (brain shifts in the way you think; may not
  be more of something but a different stage shift where the brain does something different.
  Not always learning more, but learning in a different way) Ex: addition is hard but then
  learning the concept of subtraction. Puberty: disrupts everything and changes so much

Question 20

brofenbrenner’s model

Answer 20

‣ holds the theory that development reflects the influence of several environmental systems
‣ Time: sociohistorical conditions ad time since life events
◦Gave a system for understanding the ways that different people and researchers see human
development.

Question 21

the steps/stages to Brofenbrenner’s model

Answer 21

Think about age, health, gender, etc, in an individual
- then think about the microsystem
- then the mesosystem
- then the exosystem
- macrosystem

Question 22

Brofenbrenner’s model microsystem

Answer 22

family, health services, school, peers, church group,
neighborhood play area. Things you may see every day or on a regular basis
* If something is not on a regular basis it may not be part of the microsystem. if it is
this scenario it may more likely be your

Question 23

Brofenbrenner’s model mesosytem

Answer 23

relationships between the things in the microsystem
and the exosystem. Interactions between parents/guardian with teachers, relationship
parents have with each other or relationship of a parent with a child’s friends parents.

Question 24

Brofenbrenner’s model exosystem

Answer 24

These are less direct and are things that are in relation with the mesosystem. Links between a social setting in which the individual does
Friends of family, neighbors, mass media, social welfare services,
legal services. Things out there that kind of influence you but aren’t very important to daily life.

Question 25

Brofenbrenner’s model macrosystem

Answer 25

The attitudes and ideologies of the culture. Things that are not common in all parts of the world.
the culture in which an individual lives

Question 26

role of the child (active vs. passive in Brofenbrenner’s model)

Answer 26

Active: actively shaping versus working on development of your life
Passive:

Question 27

Brofenbrenner’s model chronosystem:

Answer 27

the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances