CHAPTER 1 Flashcards
Mag aral ka, bobo! (90 cards)
1
Q
Study of psychological changes that occur in human beings as they age
A
Developmental Psychology
2
Q
Originally concerned with infants and children
A
Developmental Psychology
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
4
Q
It is the study of how people change physically, mentally, and socially throughout the lifespan.
A
Developmental Psychology
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
6
Q
Scientific study that explains growth, change and consistency through lifespan.
A
Developmental Psychology
7
Q
The study of developmental psychology is essential to understanding how humans _____, _____ and _____.
A
learn, mature and adapt
8
Q
Throughout their lives, humans go through various ______ __ ________.
A
stages of development.
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
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.
11
Q
7 Major fields of Dev Psych. (D,P,E,P,C&C,S,I&O)
A
- Developmental Psychology
- Physiological Psychology
- Experimental Psychology
- Personality Psychology
5.Clinical and Counseling Psychology
6.Social Psychology - Industrial and organizational Psychology
12
Q
5 Pillars of Psychology (B,C,D,S&P,M&PH)
A
Biological, Cognitive, Developmental, Social and Personality, Mental and Physical Health.
13
Q
Who’s theory is “MATURATION?”
A
Arnold Gesell (1880-1961)
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)
15
Q
Who’s theory is “PSYCHODYNAMICS?”
A
Sigmund Freud (1856-1939)
16
Q
Behavior is controlled by unconscious urges. Three components of the mind are id, ego, and superego.
A
PSYCHODYNAMICS: Sigmund Freud (1856-1939)
17
Q
Who’s theory is “PSYCHOSOCIAL?”
A
Erik Erikson (1902-1994)
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)
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)
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
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)
22
Q
Who’s theory is “COGNITIVE?”
A
Jean Piaget (1896-1980)
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)
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)
25
It occurs through the interaction of innate capacities (nature) and environmental events (nurture), and children pass through a series of stages.
Cognitive development
26
Who's theory is "BEHAVIOURISM?"
John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)
27
What theory says that learning is gradual and continuous.
BEHAVIOURIST: John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)
28
States that development is a sequence of specific conditional behavior. Man, emphasis is on the environment, not heredity. Observable behaviors are considered most important.
BEHAVIOURIST: John Watson (1878-1958), BF Skinner (1904-1990) Albert Bandura (1925)
29
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.
Albert Bandura (1925)
30
Who's theory is "ECOLOGICAL?"
Urie Bronfenbrenner (1917 2005)
31
He was a Russian born American Developmental Psychologist who is most known for his ecological systems theory of child development.
ECOLOGICAL: Urie Bronfenbrenner (1917 2005)
32
This theory states about the balance between nature and nurture.
ECOLOGICAL: Urie Bronfenbrenner (1917 2005)
33
This theory states emphasis is placed on environment and heredity.
ECOLOGICAL: Urie Bronfenbrenner (1917 2005)
34
Who's theory is "INFORMATION PROCESSING THEORY?"
Noam Chomsky (1928)
35
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.
INFORMATION PROCESSING THEORY: Noam Chomsky (1928)
36
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.
INFORMATION PROCESSING THEORY: Noam Chomsky (1928)
37
What are the 4 main areas of development? (P,E,S,I,S)
Physical (height, strength and weight)
Emotional (feelings and attitudes)
Spiritual (believes and religions)
Intellectual (thinking and understanding)
Social (interacting with others)
38
It is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives
Human Development
39
It is the scientific study of the systematic processes of change and stability in people.
Human Development
40
From the moment of conception, human beings begin a process of change that will continue throughout life.
Developmental scientists (or developmentalists)
41
* 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.
Developmental scientists (or developmentalists)
42
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.
Human Development: An Ever-Evolving Field
43
When the field of developmental psychology emerged as a scientific
discipline, most researchers focused their energies on _____________?
infant and child development.
44
* Researchers consider life-span development to be from “_______ __ _______,” comprising the entire human life span from conception to death.
womb to tomb
45
* 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).
Positive, Negative
46
Concept of human development as a lifelong process, which can be studied scientifically
Life-span development
47
As the field of human development itself developed, its goals came to include: (D,E,P,I)
* description,
* explanation,
* prediction, and
* intervention.
48
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.
Describe
49
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.
Explain
50
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.
Predict
51
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.
Intervene
52
This study processes of change and stability in all domains, or aspects, of development throughout all periods of the life span.
Developmentalists
53
What are the Three (3) domains or aspects of the self?
Physical development, Cognitive development, Psychosocial development
54
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.
Physical development
55
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
Cognitive development
56
One of the Three (3) domains or aspects of the self.
Pattern of change in emotions, personality, and social relationships.
Psychosocial development
57
It is where the Conception occurs by normal fertilization.
PRENATAL PERIOD
(CONCEPTION TO BIRTH)
58
Cognitive Development where Abilities to learn and remember to respond to sensory stimuli are developing.
PRENATAL PERIOD
(CONCEPTION TO BIRTH)
59
Cognitive Development where Fetus responds to
mother’s voice and develops a preference for it.
PRENATAL PERIOD
(CONCEPTION TO BIRTH)
60
PHYSICAL Development where The genetic endowment interacts with environmental
influences from the start.
PRENATAL PERIOD
(CONCEPTION TO BIRTH)
61
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.
PRENATAL PERIOD
(CONCEPTION TO BIRTH)
62
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.
INFANCY AND
TODDLERHOOD
(BIRTH TO AGE
3)
63
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.
INFANCY AND
TODDLERHOOD
(BIRTH TO AGE
3)
64
Psychosocial Development where
Attachment to
parents and others
form
Self-awareness
develops.
Shift from
dependence towards
autonomy occurs.
Interest in other
children increases
INFANCY AND TODDLERHOOD
(Birth to age 3)
65
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.
EARLY
CHILDHOOD
(AGES 3 TO 6)
66
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.
EARLY
CHILDHOOD
(AGES 3 TO 6)
67
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.
EARLY
CHILDHOOD
(AGES 3 TO 6)
68
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.
MIDDLE
CHILDHOOD
(AGES 6 TO 11)
69
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.
MIDDLE
CHILDHOOD
(AGES 6 TO 11)
70
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.
ADOLESCENCE
(AGES 11 TO
ABOUT 20)
71
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.
ADOLESCENCE
(AGES 11 TO
ABOUT 20)
72
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.
ADOLESCENCE
(AGE 11 to 20)
73
physical development where
Physical condition
peaks, then
declines slightly.
Lifestyle choices
influence health.
EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)
74
Cognitive development where
Thoughts and
moral judgements
become more
complex.
Educational and
occupational
choices are made,
sometimes after
period of
exploration.
EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)
75
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.
EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)
76
Physical Development where
Slow deterioration
of sensory abilities,
health, stamina,
and strength may
begin, but
individual
differences are
wide.
Women experience
menopausal.
MIDDLE
ADULTHOOD
(AGES 40 TO 65)
77
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.
MIDDLE
ADULTHOOD
(AGES 40 TO 65)
78
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.
MIDDLE
ADULTHOOD
(AGES 40 TO 65)
79
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.
LATE
ADULTHOOD
(AGES 65 AND
OVER)
80
Cognitive development where
Most people are
mentally alert.
Although
intelligence and
memory may
deteriorate in
some areas, most
people find ways
to compensate.
LATE
ADULTHOOD
(AGES 65 AND
OVER)
81
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.
LATE
ADULTHOOD
(AGES 65 AND
OVER)
82
PRENATAL
PERIOD
CONCEPTION
TO BIRTH
83
INFANCY AND
TODDLERHOOD
(BIRTH TO AGE
3)
84
EARLY
CHILDHOOD
(AGES 3 TO 6)
85
MIDDLE
CHILDHOOD
(AGES 6 TO 11)
86
ADOLESCENCE
(AGES 11 TO
ABOUT 20)
87
EMERGING
AND YOUNG
ADULTHOOD
(AGES 20 TO 40)
88
MIDDLE
ADULTHOOD
(AGES 40 TO 65)
89
LATE
ADULTHOOD
(AGES 65 AND
OVER)
90
