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NURS 2001 > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

The life span is… (5 things)

A
  1. Multidirectional
  2. Multicontextual
  3. Multicultural
  4. Multidisciplinary
  5. Plastic
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2
Q

Scientific Method

A

A way to answer questions that requires empirical research and data based conclusions

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3
Q

What are the 5 steps in the scientific method?

A
  1. Question
  2. Hypothesize
  3. Test
  4. Conclude
  5. Report
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4
Q

Hypothesis

A

A specific prediction that can be tested

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5
Q

Empirical Evidence

A

Evidence based on data from scientific observation or experiments; not theoretical

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6
Q

Replication

A

The repetition of a study, using different participants

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7
Q

Nature

A

General term for the traits, capacities, and limitations that each individual inherits genetically from his or her parents at the moment of conception

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8
Q

Nurture

A

General term for all the environmental influences that affect development after an individual is conceived

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9
Q

Both _____ and the ________ affect every characteristic

A

Genes; the environment

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10
Q

Epigenetics

A

Explore how environmental forces alter genetic expression

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11
Q

Sudden Infant Death Syndrome (SIDS)

A

Term used to describe an infant’s unexpected death; when a seemingly healthy baby, usually between 2 and 6 months old, suddenly stops breathing and dies while asleep.

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12
Q

How can SIDS be prevented?

A

Back sleeping (discovered by Susan Beal)

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13
Q

Life Span Perspective

A

An approach to the study of human development that takes into account all phases of life, not just childhood or adulthood.

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14
Q

Infancy

A

0 to 2 years

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15
Q

Early Childhood

A

2 to 6 years

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16
Q

Middle Childhood

A

6 to 11 years

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17
Q

Adolescence

A

11 to 18 years

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18
Q

Emerging Adulthood

A

18 to 25 years

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19
Q

Adulthood

A

25 to 65 years

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20
Q

Late Adulthood

A

65+ years

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21
Q

Growth can be both __________ and ______________

A

Continuous; discontinuous

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22
Q

Critical Period

A

A time when a particular type of developmental growth (in body or behavior) must happen if it is ever going to happen (ex: fetal development of limbs)

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23
Q

Sensitive Period

A

A time when a certain type of development is most likely to happen or happens most easily, although it may still happen later with more difficulty (ex: learning a language)

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24
Q

Ecological-Systems Approach (Bioecological Theory)

A

By Urie Bronfenberner.
The view that in the study of human development, the person should be considered in all the contexts and interactions that constitute a life

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25
Q

The 5 systems in the ecological-systems approach

A

Microsystems, Exosystems, Macrosystems, Chronosystems, and Mesosystems

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26
Q

Microsystems

A

Immediate surroundings (family, peers)

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27
Q

Exosystems

A

Local institutions (school, church)

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28
Q

Macrosystems

A

Larger social settings (cultural values, economic policies, political processes)

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29
Q

Chronosystems

A

Time systems (historical conditions)

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30
Q

Mesosystems

A

Connections among the other systems

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31
Q

Science of Human Development

A

Science that seeks to understand how and why people change or remain the same over time

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32
Q

Cohort

A

Group defined by the shared age of its members who move through life together and experience the same historical events and cultural shifts

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33
Q

Socioeconomic Status (SES) (AKA Social Class)

A

Person’s position in society as determined by income, residence, and education

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34
Q

Culture

A

A system of shared beliefs, norms, behaviors, and expectations that persist over time and prescribe social behavior and assumptions

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35
Q

Social Construction

A

An idea that is based on shared perceptions, not on objective reality
ex: age-related terms, like “yuppie”

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36
Q

Difference-Equals-Deficit Error

A

The mistaken belief that some deviation from some norm is necessarily inferior to behavior or characteristics that meet the standard

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37
Q

Guided Participation

A

Lev Vygotsky

Teaching cultural knowledge, skills, and habits through mutual involvement (such as school)

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38
Q

Ethnic Group

A

People whose ancestors were born in the same region and who often share a language, culture, and religion

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39
Q

Race

A

A group of people regarded as distinct from other groups on the base of appearance, typically skin color

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40
Q

Biological differences are not signified by _______ _________

A

Outward appearance

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41
Q

Methylation

A

During the first hours of life, the silencing of certain genes by biochemical elements

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42
Q

Every trait is influenced by _________, but _______ alone don’t determine development

A

Genetics; genes

43
Q

Plasticity

A

Human traits can be molded but people still maintain a certain durability of identity

44
Q

Dynamic Systems

A

View of human development as an ongoing, ever changing interaction between a person’s physical and emotional being and between the person and every aspect of their environment, including family and society

45
Q

Differential Sensitivity

A

The idea that some people are more vulnerable than others are to certain experiences, usually because of genetic differences

46
Q

Theory

A

A comprehensive and organized explanation of many phenomena; usually a generality

47
Q

Developmental Theory

A

A group of ideas, assumptions, and generalizations that interpret andnioluminatentjentohusandsnof observations that have been made about human growth.
Provides a framework for explaining the patterns and problems of development.

48
Q

Psychoanalytic Theory

A

Theory of human development by Sigmund Freud that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior

49
Q

Oral Stage

A

Birth to 1 year
*Lips, tongue, gums
Sucking and feeding are most stimulating activities

50
Q

Anal Stage

A

1 to 3 years
*Anus
Toilet training is the most important activity

51
Q

Phallic Stage

A

3 to 6 years
*Penis
Boys are proud of theirs and girls wonder why they don’t have one

52
Q

Latency Stage

A

6 to 11 years

Interlude where sexual needs are quiet and psychic energy is put into conventional activities (school, sports)

53
Q

Genital Stage

A

Adolescence and Adulthood
*Genitals
Seek sexual stimulation and sexual satisfaction in heterosexual relationships
Goal of life is to love and to work

54
Q

How we resolve psychoanalytic conflicts determines _______ __________

A

Personality patterns

55
Q

Trust vs. Mistrust

A

Birth to 1 year

Babies must either trust that others will care for their basic needs OR develop mistrust about the care of others

56
Q

Autonomy vs. Shame/Doubt

A

1 to 3 years

Children either become self sufficient in many activities OR they will doubt their own abilities

57
Q

Initiative vs. Guilt

A

3 to 6 years
Children either want to undertake many adult like activities OR internalize the limits and prohibitions set by parents.
They either feel adventurous or guilty.

58
Q

Industry vs. Inferiority

A

6 to 11 years
Children busily learn to be competent and productive in mastering new skills OR feel inferior and unable to do what they wish they could

59
Q

Identity vs. Role Confusion

A

Adolescence
Teens try to figure out “Who am I?” and establish sexual, political, and vocational identities OR are confused about what roles to play

60
Q

Intimacy vs. Isolation

A

Adulthood

Young adults seek companionship and love OR become isolated from others out of fear of rejection and disappointment

61
Q

Generativity vs. Stagnation

A

Adulthood
Middle aged adults contribute to the next generation through meaningful work, creative activities, and raising a family OR they stagnate

62
Q

Integrity vs. Despair

A

Adulthood
Older adults try to make sense out of their lives, either seeing life as a meaningful whole OR despairing at goals never reached

63
Q

Both Freud and Erikson believe adult problems echo _______ _______

A

Childhood conflict

64
Q

Erikson emphasizes ______ and ______ in his developmental stages

A

family; culture

65
Q

Freud emphasizes _______ ______ in his psychoanalytic stages

A

sexual urges

66
Q

Behaviorism (AKA learning theory)

A

Theory of human development that studies observable behavior.
Describes the laws and processes by which behavior is learned.
John B. Watson

67
Q

Conditioning

A

According to behaviorism, the processes by which responses become linked to particular stimuli and learning takes place.
Term emphasizes the importance of repeated practice.

68
Q

Classical Conditioning (AKA Respondent Learning)

A

Learning process in which a meaningful stimulus gradually comes to be connected with a neutral stimulus that had no special meaning before the learning process began.
Ivan Pavlov

69
Q

Operant Conditioning (AKA instrumental conditioning)

A

Learning process in which a particular action is followed either by something desired or by something unwanted
BF Skinner

70
Q

Rewards

A

Pleasant consequences

71
Q

Punishments

A

Unpleasant consequences

72
Q

Reinforcement

A

Technique for conditioning a particular behavior in which that behavior is followed by something desired

73
Q

Social Learning Theory (Modeling)

A

Extension of behaviorism emphasizing that other people influence each person’s behavior. The theory is that even without specific reinforcement, everyone learns many things through observing and imitating others.
Albert Bandura

74
Q

Cognitive Theory

A

Theory of human development that focuses on changes in how people think over time. This theory suggests that our thoughts shape out attitudes, beliefs, and behaviors.
Jean Piaget

75
Q

Sensorimotor Stage

A

Birth to 2 years
Infants use senses and motor abilities to understand the world. Learning is active with no conceptual or reflective thought. Infants develop object permanence and begin to think through mental actions.

76
Q

Preoperational Stage

A

2 to 6 years
Children think magically and poetically and use language to understand the world. Egocentric thinking leads them to perceive the world from their perspective. Imagination flourishes and language becomes a significant means of self expression and of influences from others.

77
Q

Concrete Operational Stage

A

6 to 11 years
Kids understand and apply logical operations (principles) to interpret experiences objectively and rationally. Thinking is limited to what they can personally sense and experience. Applying logical abilities teaches kids concepts of conservation, number, classification, and other scientific ideas.

78
Q

Formal Operational Stage

A

12 years to adulthood
Teens and adults think about abstraction and hypothetical concepts and reason analytically, not just emotionally, and can be analytical about things they’ve never experienced. They take a more theoretical approach to experience.

79
Q

Cognitive Equilibrium

A

A state of mental balance

80
Q

Cognitive Disequilibrium

A

Imbalance creating confusion

Leads to cognitive growth through adaptation

81
Q

Assimilation

A

New experiences are interpreted to fit into old ideas

82
Q

Accomodation

A

Old ideas are restructured to include new experiences

83
Q

Humanism

A

Theory that stresses the potential of all human beings for good and the belief that all people have the same basic needs regardless of culture, gender, or background
Abraham Maslow

84
Q

Basic Needs (according to humanism)

A
  1. Physiological
  2. Safety
  3. Love
  4. Esteem
  5. Self Actualization
85
Q

Evolutionary Theory

A

Belief that nature works to ensure that each species survives and reproduces

86
Q

Scientific Observation

A

Method of testing a hypothesis by unobtrusively watching and recording participants’ behavior in a systematic and objective manner- in a natural setting, lab, or in searches of archival data

87
Q

Experiment

A

Research method in which the researcher tries to determine the cause and effect relationship between two variables by manipulating the independent variable and then observing and recording the ensuing changes in the dependent variable

88
Q

Survey

A

Research method in which information is collected from a large number of people by interviews, questionnaires, or some other means

89
Q

Case Study

A

An in depth study of one person, usually requiring personal interviews to collect background information and various follow up discussions, tests, questionnaires, etc.

90
Q

Cross Sectional Research

A

Research design that compares groups of people who differ in age but are similar in other important characteristics

91
Q

Longitudinal Research

A

Research design in which the same individuals are followed over time and their development is repeatedly assessed

92
Q

Cross Sequential Research (AKA cohort-sequential or time-sequential research)

A

Hybrid research design in which researchers first study several groups of different people of different ages and then follow those groups over the years

93
Q

Correlation

A

A number that indicates the degree of relationship between 2 variables, expressed in terms of the likelihood that one variable will or won’t occur when the other variable does or doesn’t

94
Q

Does correlation equal causation?

A

NO!!!

95
Q

Positive Correlation

A

Variables increase and decrease together

96
Q

Negative Correlation

A

One variable increases while the other decreases

97
Q

Zero Correlation

A

No connection is evident between two variables

98
Q

+1.0 is most _______ while -1.0 is most ___________

A

positive; negative

99
Q

Quantitative Research

A

Research that provides data that can be expressed with numbers, like ranks or scales

100
Q

Qualitative Research

A

Research that considers qualities over quantities. Descriptions of particular conditions and participants’ expressed ideas are often part of these studies.

101
Q

Code of Ethics

A

Set of moral principles

102
Q

Informed Consent

A

Participants must understand and agree to the research procedure and know what risks are involved

103
Q

Canadian Psychological Association’s 4 Guiding Principles

A
  1. Respect for the dignity of persons
  2. Responsible caring
  3. Integrity in relationships
  4. Responsibility to society

NURS 2001 (9 decks)

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