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Developmental Psychology > CHAPTER 1 > Flashcards

CHAPTER 1 Flashcards

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1
Q

Study of psychological changes that occur in human beings as they age

A

Developmental Psychology

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2
Q

Originally concerned with infants and children

A

Developmental Psychology

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3
Q

Studies change across a broad range of topics. Give the 6 topics.

A
  • Motor skills
  • Problem solving abilities
  • Conceptual understanding
  • Acquisition of language
  • Moral understanding
  • Identity formation
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4
Q

It is the study of how people change physically, mentally, and socially throughout the lifespan.

A

Developmental Psychology

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5
Q

At every age and stage of life, developmental psychologists investigate the influence of
multiple factors on development. The multiple factors are?

A

Biological
Environmental
Social
Cultural
Behavioral factors

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6
Q

Scientific study that explains growth, change and consistency through lifespan.

A

Developmental Psychology

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7
Q

The study of developmental psychology is essential to understanding how humans _____, _____ and _____.

A

learn, mature and adapt

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8
Q

Throughout their lives, humans go through various ______ __ ________.

A

stages of development.

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9
Q

They study how people grow, develop and adapt at different life stages. They conduct research designed to help people reach their full potential

A

Developmental psychologists

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10
Q

Developmental psychologists focus on human growth and changes across the lifespan, including P______, C______, S_____, I________, P_________, P_________, and E_______ growth.

A

physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

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11
Q

7 Major fields of Dev Psych. (D,P,E,P,C&C,S,I&O)

A
  1. Developmental Psychology
  2. Physiological Psychology
  3. Experimental Psychology
  4. Personality Psychology
    5.Clinical and Counseling Psychology
    6.Social Psychology
  5. Industrial and organizational Psychology
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12
Q

5 Pillars of Psychology (B,C,D,S&P,M&PH)

A

Biological, Cognitive, Developmental, Social and Personality, Mental and Physical Health.

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13
Q

Who’s theory is “MATURATION?”

A

Arnold Gesell (1880-1961)

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14
Q

Growth and development occur in orderly stages and sequences.
The individual genetic timetable affects rate of maturation.

A

MATURATION: Arnold Gesell (1880-1961)

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15
Q

Who’s theory is “PSYCHODYNAMICS?”

A

Sigmund Freud (1856-1939)

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16
Q

Behavior is controlled by unconscious urges. Three components of the mind are id, ego, and superego.

A

PSYCHODYNAMICS: Sigmund Freud (1856-1939)

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17
Q

Who’s theory is “PSYCHOSOCIAL?”

A

Erik Erikson (1902-1994)

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18
Q

Was a pupil of Sigmund Freud and the first child psychoanalyst in Boston. After extensive study of children from various cultural backgrounds and areas, he began to compile.

A

Erik Erikson (1902-1994)

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19
Q

He maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood

A

PSYCHOSOCIAL: Erik Erikson (1902-1994)

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20
Q

In PSYCHOSOCIAL by Erik Erikson theory, during each stage, the person experiences a__________ that could positively or negatively affect personality development.

A

psychosocial crisis

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21
Q

According to the theory, successful completion of each stage results in a healthy personality and the
acquisition of basic virtues.

A

PSYCHOSOCIAL: Erik Erikson (1902-1994)

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22
Q

Who’s theory is “COGNITIVE?”

A

Jean Piaget (1896-1980)

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23
Q

He is famous for his theories regarding changes in cognitive development that occur as we move from infancy to adulthood.

A

COGNITIVE: Jean Piaget (1896-1980)

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24
Q

According to this theory, the child has to develop or construct a mental model of The world.

A

COGNITIVE: Jean Piaget (1896-1980)

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25
Q

It occurs through the interaction of innate capacities (nature) and environmental events (nurture), and children pass through a series of stages.

A

Cognitive development

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26
Q

Who’s theory is “BEHAVIOURISM?”

A

John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)

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27
Q

What theory says that learning is gradual and continuous.

A

BEHAVIOURIST: John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)

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28
Q

States that development is a sequence of specific conditional behavior. Man, emphasis is on the environment, not heredity. Observable behaviors are considered most important.

A

BEHAVIOURIST: John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)

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29
Q

He is Known for;
- Social Learning Theory
- Bobo Doll Experiment
- Self-efficacy
- He developed a social learning theory that emphasized the importance of social learning theory as part of the learning process.

A

Albert Bandura (1925)

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30
Q

Who’s theory is “ECOLOGICAL?”

A

Urie Bronfenbrenner (1917 2005)

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31
Q

He was a Russian born American Developmental Psychologist who is most known for his ecological systems theory of child development.

A

ECOLOGICAL: Urie Bronfenbrenner (1917 2005)

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32
Q

This theory states about the balance between nature and nurture.

A

ECOLOGICAL: Urie Bronfenbrenner (1917 2005)

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33
Q

This theory states emphasis is placed on environment and heredity.

A

ECOLOGICAL: Urie Bronfenbrenner (1917 2005)

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34
Q

Who’s theory is “INFORMATION PROCESSING THEORY?”

A

Noam Chomsky (1928)

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35
Q

He believed that language is innate, or in other words, we are born with a capacity for language. Language rules are influenced by experience and learning, but the capacity for language itself exists with or without environmental influences.

A

INFORMATION PROCESSING THEORY: Noam Chomsky (1928)

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36
Q

He said that We all have an innate learning ability. Children are born with specialized information processing abilities that enable them to figure out structure of development.

A

INFORMATION PROCESSING THEORY: Noam Chomsky (1928)

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37
Q

What are the 4 main areas of development? (P,E,S,I,S)

A

Physical (height, strength and weight)
Emotional (feelings and attitudes)
Spiritual (believes and religions)
Intellectual (thinking and understanding)
Social (interacting with others)

38
Q

It is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives

A

Human Development

39
Q

It is the scientific study of the systematic processes of change and stability in people.

A

Human Development

40
Q

From the moment of conception, human beings begin a process of change that will continue throughout life.

A

Developmental scientists (or developmentalists)

41
Q
  • A single cell develops into a living, breathing, walking, talking person who moves through an ever-changing world, both being influenced by and influencing it.
A

Developmental scientists (or developmentalists)

42
Q

Individuals engaged in the professional study of human development—look at ways in which people change from conception through maturity as well as at characteristics that remain fairly stable.

A

Human Development: An Ever-Evolving Field

43
Q

When the field of developmental psychology emerged as a scientific
discipline, most researchers focused their energies on _____________?

A

infant and child development.

44
Q
  • Researchers consider life-span development to be from “_______ __ _______,” comprising the entire human life span from conception to death.
A

womb to tomb

45
Q
  • Moreover, researchers acknowledge that development can be either _______ (e.g., becoming toilet trained or enrolling in a college course after retirement) or ________ (e.g., once again wetting the bed after a traumatic event or isolating yourself after retirement).
A

Positive, Negative

46
Q

Concept of human development as a lifelong process, which can be studied scientifically

A

Life-span development

47
Q

As the field of human development itself developed, its goals came to include: (D,E,P,I)

A
  • description,
  • explanation,
  • prediction, and
  • intervention.
48
Q

As the field of human development itself developed, its goals came to include: _______ when most children say their first word or how large their vocabulary is at a certain age.

A

Describe

49
Q

As the field of human development itself developed, its goals came to include: researchers attempt to ________ how children acquire language and why some children learn to speak later than usual.

A

Explain

50
Q

As the field of human development itself developed, its goals came to include: This knowledge may make it possible to ______ future behavior, such as the likelihood that a child will have serious speech problems.

A

Predict

51
Q

As the field of human development itself developed, its goals came to include: How language develops may be used to ______ in development, for example, by giving a child speech therapy.

A

Intervene

52
Q

This study processes of change and stability in all domains, or aspects, of development throughout all periods of the life span.

A

Developmentalists

53
Q

What are the Three (3) domains or aspects of the self?

A

Physical development, Cognitive development, Psychosocial development

54
Q

One of the Three (3) domains or aspects of the self.
Growth of body and brain, including patterns of change in sensory capacities, motor skills, and health.

A

Physical development

55
Q

One of the Three (3) domains or aspects of the self
Pattern of change in mental abilities, such as learning, attention, memory, language, thinking, reasoning, and creativity

A

Cognitive development

56
Q

One of the Three (3) domains or aspects of the self.
Pattern of change in emotions, personality, and social relationships.

A

Psychosocial development

57
Q

It is where the Conception occurs by normal fertilization.

A

PRENATAL PERIOD
(CONCEPTION TO BIRTH)

58
Q

Cognitive Development where Abilities to learn and remember to respond to sensory stimuli are developing.

A

PRENATAL PERIOD
(CONCEPTION TO BIRTH)

59
Q

Cognitive Development where Fetus responds to
mother’s voice and develops a preference for it.

A

PRENATAL PERIOD
(CONCEPTION TO BIRTH)

60
Q

PHYSICAL Development where The genetic endowment interacts with environmental
influences from the start.

A

PRENATAL PERIOD
(CONCEPTION TO BIRTH)

61
Q

PHYSICAL Development where
Basic body
structures and
organs form: brain
growth spurt
begins.

 Physical growth is
the most rapid in
the lifespan.

 Vulnerability to
environmental
influences is great.

A

PRENATAL PERIOD
(CONCEPTION TO BIRTH)

62
Q

PHYSICAL Development where
 All senses and body
systems operate at
birth to varying
degrees.
 The brain grows in
complexity and is
highly sensitive to
environmental
influence.
 Physical growth and
development of
motor skills are
rapid.

A

INFANCY AND
TODDLERHOOD
(BIRTH TO AGE
3)

63
Q

Cognitive Development where
 Abilities to learn
and remember are
present, even in
early weeks.
 Use of symbols
and ability to
solve problems
develop by end of
second year.
 Comprehension
and use of
language develop
rapidly.

A

INFANCY AND
TODDLERHOOD
(BIRTH TO AGE
3)

64
Q

Psychosocial Development where
 Attachment to
parents and others
form
 Self-awareness
develops.
 Shift from
dependence towards
autonomy occurs.
 Interest in other
children increases

A

INFANCY AND TODDLERHOOD
(Birth to age 3)

65
Q

Physical Development where
 Growth is steady;
appearance
becomes more
slender and
proportions more
adultlike.
 Appetite
diminishes, and
sleep problems are
common.
 Handedness
appears: fine and
 Thinking is
somewhat
egocentric, but
understanding of
other people’s
perspectives
grows.
 Cognitive
immaturity results
in some illogical
ideas about the
world.
 Self-concept and
understanding of
emotions become
more complex, self
esteem is global.
 Independence,
initiative, and self
control increase.
 Gender identity
develops.
 Play becomes more
imaginative, more
gross motor skills
and strength
improve.

A

EARLY
CHILDHOOD
(AGES 3 TO 6)

66
Q

 Thinking is
somewhat
egocentric, but
understanding of
other people’s
perspectives
grows.
 Cognitive
immaturity results
in some illogical
ideas about the
world.
 Self-concept and
understanding of
emotions become
more complex, self
esteem is global.
 Independence,
initiative, and self
control increase.
 Gender identity
develops.
 Play becomes more
imaginative, more
gross motor skills
and strength
improve.
 Memory and
language
improve.
 Intelligence
becomes
predictable.
 Preschool
experience is
common, and
kindergarten
experience is
more so.

A

EARLY
CHILDHOOD
(AGES 3 TO 6)

67
Q

Psychosocial Development where
 Self-concept and
understanding of
emotions become
more complex, self
esteem is global.
 Independence,
initiative, and self
control increase.
 Gender identity
develops.
 Play becomes more
imaginative, more elaborate, and
usually more social.
 Altruism,
aggression, and
fearfulness are
common.
 Family is still the
focus of social life,
but other children
become more
important.

A

EARLY
CHILDHOOD
(AGES 3 TO 6)

68
Q

Physical Development where
 Growth slows
 Strength and
athletic skills
improve.
 Respiratory
illnesses are
common, but health
is generally better
than at any other
time in the life span.

A

MIDDLE
CHILDHOOD
(AGES 6 TO 11)

69
Q

Cognitive Development where
 Egocentrism
diminishes.
 Children begin to
think logically but
concretely
 Memory and
language skills
increase.
 Some children
show special
educational needs
and strengths.

A

MIDDLE
CHILDHOOD
(AGES 6 TO 11)

70
Q

Physical Development where
 Physical growth and
other changes are
rapid and profound.
 Reproductive
maturity occurs.
 Major health risks
arise from
behavioural issues,
such as eating
disorders and drug
abuse.

A

ADOLESCENCE
(AGES 11 TO
ABOUT 20)

71
Q

Cognitive Development where
 Ability to think
abstractly and use
specific reasoning
develops.
 Immature
thinking persists
in some attitudes
and behaviors.
 Education focuses
on preparation for
college or
vocation.

A

ADOLESCENCE
(AGES 11 TO
ABOUT 20)

72
Q

Psychosocial Development where
 Search for identity,
including sexual
identity becomes
central.
 Relationships with
parents are
generally good.
 Peer group may
exert a positive or
negative influence.

A

ADOLESCENCE
(AGE 11 to 20)

73
Q

physical development where
 Physical condition
peaks, then
declines slightly.
 Lifestyle choices
influence health.

A

EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)

74
Q

Cognitive development where
 Thoughts and
moral judgements
become more
complex.
 Educational and
occupational
choices are made,
sometimes after
period of
exploration.

A

EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)

75
Q

physiological development where
 Personality traits
and styles become
relatively stable, but
changes in
personality may be
influenced by life
stages and events.
 Intimate
relationships and
personal lifestyles
are established but
may not be lasting.
 Most people marry,
and most become
parents.

A

EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)

76
Q

Physical Development where
 Slow deterioration
of sensory abilities,
health, stamina,
and strength may
begin, but
individual
differences are
wide.
 Women experience
menopausal.

A

MIDDLE
ADULTHOOD
(AGES 40 TO 65)

77
Q

Cognitive Development wjere  Mental abilities
peak; expertise
and practical
problem-solving
skills are high.
 Creative output
may decline, but
improve in
quality.
 For some, career
success and
earning powers
peak; for others,
burnout or career
change may
occur.

A

MIDDLE
ADULTHOOD
(AGES 40 TO 65)

78
Q

psychosocial Development where
 Sense of identity
continues to
develop; midlife
transition may
occur.
 Dual responsibilities
of caring for children
and parents may
cause stress.
 Launching of
children leaves
empty nest.

A

MIDDLE
ADULTHOOD
(AGES 40 TO 65)

79
Q

Physical development where
 Most people are
healthy and active,
although health and
physical abilities
generally decline.
 Slowing of reaction
time affects some
aspects of
functioning.

A

LATE
ADULTHOOD
(AGES 65 AND
OVER)

80
Q

Cognitive development where
 Most people are
mentally alert.
 Although
intelligence and
memory may
deteriorate in
some areas, most
people find ways
to compensate.

A

LATE
ADULTHOOD
(AGES 65 AND
OVER)

81
Q

Physiological development where
 Retirement from
workforce may occur
and may offer new
options for use of
time.
 People develop more
flexible strategies to
cope with personal
losses and
impending death.
 Relationships with
family and close
friends can provide
important support
 Search for meaning
in life assumes
central importance.

A

LATE
ADULTHOOD
(AGES 65 AND
OVER)

82
Q

PRENATAL
PERIOD

A

CONCEPTION
TO BIRTH

83
Q

INFANCY AND
TODDLERHOOD

A

(BIRTH TO AGE
3)

84
Q

EARLY
CHILDHOOD

A

(AGES 3 TO 6)

85
Q

MIDDLE
CHILDHOOD

A

(AGES 6 TO 11)

86
Q

ADOLESCENCE

A

(AGES 11 TO
ABOUT 20)

87
Q

EMERGING
AND YOUNG
ADULTHOOD

A

(AGES 20 TO 40)

88
Q

MIDDLE
ADULTHOOD

A

(AGES 40 TO 65)

89
Q

LATE
ADULTHOOD

A

(AGES 65 AND
OVER)

90
Q
A

Developmental Psychology (6 decks)

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