Chapter 1 Flashcards
A verbal mechanism including a set of organized principles that explain the phenomenon
Theoretical explanation
Objective observable/measurable information that supports the assertion.
Empirical evidence
Studies human growth,maturation and learning process across the lifespan.
Development psychology
Physical increase in the body
Growth
Point of growth and learning where system is capable of function as intended
Maturation
Relatively permanent change in behavior die to experience
Learning
Physical/biological changes(cognitive, behavioral) compared to ones age peers
Psychological age
Social roles, symbols, and expectations compared to ones age peers
Social age
Values,beliefs,attitudes, and norms if a particular group
Culture
Comparison of views,norms,beliefs on human development helps determine culture influence-more valid prediction and explanation of development trajectory.
Cross-culture studies
Events that are predictable by age
Normative age
Graded influences that are specific to a generation
Normative history
Events that are not typical or specific and unpredictable
Nonnormative influences
A debate about whether development is influenced most by biological heredity or environmental experiences
Nature vs nurture
A gradual,cumulative process of change due more to experiences
Continuous
An age-stage process with distinct changes in stages that are due more to growth and maturation
Discontinuous
Specific period of time when environmental event has the most impact upon the developing organism
Critical periods
Level of consciousness
-aware of current experiences or thoughts
Conscious
LOC
-stored memories, capable of being retrieved
Preconscious
LOC
-put of awareness irrational wishes,shameful urges,unacceptable sexual desires, fears, repressed or suppressed
Unconscious
Major components of personality
ID-immediate gratification
Ego-reality principle
Superego-morality principle/ideal self
Frueds’s theory. The ID/biological drives motivate the ego and superego development primarily at the unconscious level
Theoretical position
Areas of the body that have especially strong pleasure-giving(sensual) sensations at each stage of psychosexual development
Biological drives-erogenous zones & psychosexual stages
Freud’s stages of psychosexual development in order
- oral
- anal
- phallic
- latency
- genital
Over gratification or under gratification of a particular need during a psychosexual stage that hinders or impedes development
Fixation
Unconscious ego forces that attempt to reduce anxiety,guilt,frustration,etc.
Defense mechanism
Conscious and unconscious levels of ego crisis(trust,autonomy,initiative,) motivate interpersonal behaviors to establish ego strengths “virtues” (hope ,will,purpose, competence,fidelity,love,care,wisdom)
Erikson’s theory of theoretical position
Cognitive structure/framework used to organize experience/concepts into categories
Schemas
Utilizing existing concepts/categories to process experience or stimuli
Assimilation
Form new or modify existing categories/concepts to process stimuli or experiences
Accommodation
Interactive and simultaneous process between assimilation and accommodation
Equilibration
Cognitive change/development occurs as individuals construct and reconstruct Schemas in order to conceptualizer and adapt to ones environment(biology of cognition, growth, maturation)
Cognitive Development position
Social cognitive theory
- cognitive abilities are interpreted developmentally
* cognitive abilities are mediated by language
Cognitive abilities are constructed individually as one’s culture mediates(especially language) change in structure for interpersonal and sociocultural adaptation
Sociocultural cognitive position
Zone of proximal development which includes a inner/lower limit of mastered ability and an outer/upper limit of potential ability
Sociocultural model
- control processes(encoding,storage,retrieval) involve directing &manipulating information/input
- Component processes(sensory,working,(short-term) long-term) involve the holding & maintenance of information/input
Information Processing Theory
Cognitive development occurs by processing controls(encoding,storage, retrieval) and processing components(sensory,short term,long term) changing in rate (speed &accuracy) and capacity (amount) as our brain grows, matures and experiences our environment
Information Processing Position
Strengthen the association between stimulus and response when followed by rewarding consequences
Reinforcement part of operant conditioning theory
Weaken the association between stimulus and response when followed by aversive/unpleasant consequences
Punishment
Successive apron impatiens of a behavior towards a desired target behavior
Shaping
Behavioral (motor,language,interpersonal) change/development of personality(patterns) is gradual and occurs due to associative learning (reinforcement & punishing consequences) processes
Operant conditioning position
Social cognitive learning theory
Albert bandura
•Observational learning theory involves observing and reproducing a model behavior
Social cognitive learning theory
Behavioral change or personality development is due to observing and reproducing a model’s behavior within the reciprocal dynamic of cognitive behavioral environmental processes
Social cognitive learning position
Self actualization theory
Abraham Maslow
Motivation(deficiency needs, d-needs) involves reducing tension to satisfy deficit states
•metamotivational(being needs,b-needs) involves psychosocial needs to realize the potential self
Self actualization theory
Personality changes/develops during the process of individuals progressing through needs to realize the potential self across important life roles
Self actualization position
Biological position on behavior change/development- occurs by processes of individual selection behaviors during critical periods(environmental demands)
Ethnological theory(Konrad Lorenz)
Sociological position on behavioral change/development-occurs due to the impact of different social systems/structures affecting adaptive interpersonal behavior
Ecological theory
Results represent what they are proposed to represent
Validity
Results are consistent across studies and/or time
Reliability
Mathematical procedure used to describe data and test hypothesis
Statistics
The study of gene structure(molecular composition of the gene) and function (coding and instructions or cellular activity)
Genetics
The study of the genetic environmental relationships regarding genotype and phenotype endowment
Heredity
Sandra Scarr’s 3 types if gene-environment relationships
- passive-parents provide environment that matches their own genetic makeup
- evocative-child’s genetic tendencies elicit stimulation from environment that supports trait
- active-child actively seeks out “niches” in environment that supports interests
An evolutionary process of gene selection in which an individual of a species passes on its most effective and efficient at genetic material for adapting,surviving and reproducing in ones environment
Natural selection
To study adaptive psychology behaviors in light of their relationship to survival & reproduction
Evolutionary psychology
A specific point on chromosome carrying a specific trait
Locus
Multiple genes coding for (additive or complimentary process) the same trait
Poly genes
The study of the relationship between genetic variations and behavioral variations
Behavioral genetics
Tendency or likelihood for a particular inherited trait to be displayed if particular conditions are experienced
Behavioral predisposition
An assertion supported by evidence and theory
Intellectual argument
Assertion, empirical evidence and theoretical explanation
Components of an argument
Specific position on some phenomenon( relationships or effects of one variable upon another)
Assertion
An assertion supported by evidence and theory
Intellectual argument
Assertion, empirical evidence and theoretical explanation
Components of an argument
Specific position on some phenomenon( relationships or effects of one variable upon another)
Assertion
