Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

development > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

lifespan development

A

the field of study that examines patterns of growth, change, and stability in behaviour that occur throughout the entire lifespan
(Ph.D. 5)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

anecdotal evidence

A

the appropriate dose or whether improvement was caused by another factor was not systematically tested

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

anecdotal evidence

A

the appropriate dose or whether improvement was caused by another factor was not systematically tested

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

developmentalists believe

A

that no single period governs all development, but instead that people maintain the capacity for substantial growth and change throughout their lives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

developmentalists believe

A

that no single period governs all development, but instead that people maintain the capacity for substantial growth and change throughout their lives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

lifespan development specialists cover several diverse areas

A

choosing to specialize in both a topical area and age range and focus on humans

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

cognitive development

A

development involving the ways that growth and change in intellectual capabilities influence a person’s behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

topical areas in lifespan development

A
  • physical development
  • cognitive development
  • social development
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

age ranges

A

lifespan is usually divided into broad age ranges:

  • the prenatal period (from conception to birth)
  • infancy (birth to 2)
  • early childhood (2-6)
  • middle childhood (6-12)
  • adolescence (12-20)
  • young adulthood (20-40)
  • middle adulthood (40-65)
  • late adulthood (65-death)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

social development

A

the way in which individuals’ interaction with other and their social relationships grow, change, and remain stable over the course of life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

individual differences

A

exist in the time of events in people’s lives
-biological fact of life: people mature at different rates and reach developmental milestones at different points and environmental factors also play a significant role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

social construction

A

shared notion of reality that is widely accepted but is a function of society and culture at a given time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

ethnic group and ethnicity

A

broader concepts, referring to cultural background, nationality, religion and language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

race

A

biological concept which should refer to classifications based on physical and structural characteristics of species

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

ethnic group and ethnicity

A

broader concepts, referring to cultural background, nationality, religion and language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

age graded influences

A

biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

sociocultural graded influences

A

the social and cultural factors present at a particular time for a particular individual and depending on such variables as ethnicity, social class and subcultural membership

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

continuous change

A

development is gradual with achievements at one level building on those of previous levels .
quantitative; the underlying developmental processes remains the same over the lifespan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

sociocultural graded influences

A

the social and cultural factors present at a particular time for a particular individual and depending on such variables as ethnicity, social class and subcultural membership

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

critical period

A

a specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli are necessary for development to proceed normally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

discontinuous change

A

occurring in distinct stages
-development that occurs in distinct steps or stages, with each stage bringing about behaviour that is assumed to be qualitatively different from behaviour at earlier stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

critical period

A

a specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli are necessary for development to proceed normally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

maturation

A

the predetermined unfolding of genetic information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

nurture

A

environmental influences that shape behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
maturation
the predetermined unfolding of genetic information
23
five major theoretical perspectives used in lifespan developmetn
- psychodynamic - behavioural - cognitive - contextual - evolutionary
24
theories
broad, organized explanations and predictions concerning phenomena of interest
25
five major theoretical perspectives used in lifespan developmetn
- psychodynamic - behavioural - cognitive - contextual - evolutionary
26
psychodynamic perspective
the approach that state behaviour is motivated by inner forces, memories, and conflicts that are generally beyond people's awareness and control
27
freuds psychoanalytic theory
the theory proposed by freud that suggest that unconscious forces act to determine personality and behaviour
28
three aspects of personality (freud)
id, ego and superego
29
id
the raw unorganized inborn part of personality that is present at birth. it represents primitive drives related to hunger, sex, aggression and irrational impulses and works according to the pleasure principle
30
pleasure principle
the goal is to maximize satisfaction and reduce tension
31
ego
rational and reasonable - acts as a buffer b/w the eternal world and the primitive id - operates on the reality principle in which instinctual energy is restrained in order to maintain the safety of the individual and help integrate the person into society
32
fixation
is behaviour reflecting an earlier stage of development due to an unresolved conflict
33
erik erikson | psychosocial development
encompasses changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society -suggests that development proceeds in eight stages and in a fixed pattern
34
behavioural perspective
the approach suggesting that the keys to understanding development are observable behaviour and outside stimuli in the environment
35
erik erikson | psychosocial development
encompasses changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society -suggests that development proceeds in eight stages and in a fixed pattern
36
behavioural perspective
the approach suggesting that the keys to understanding development are observable behaviour and outside stimuli in the environment
37
classical conditioning
a type of learning in which an organism responds in a particular way to a neutral stimulus that does not normally bring about that type of response
38
punishment
the introduction of an unpleasant or painful stimulus or the removal of a desirable stimulus-decreases the probability that a preceding behaviour will occur in the future
39
reinforcement
a behaviour is followed by a stimulus that increases the probability that the behaviour will be repeated
40
punishment
the introduction of an unpleasant or painful stimulus or the removal of a desirable stimulus-decreases the probability that a preceding behaviour will occur in the future
41
behaviour modification
a formal technique for promoting the frequency of desirable behaviours and decreasing the incidence of unwanted ones
42
social cognitive learning theory
approach that emphasizes learning by observing the behaviour of another person called a model
43
cognitive perspective
the approach that focuses on the processes that allow people to know, understand and think about the world
47
piaget
- all people pass through a fixed sequence of universal stages of cognitive development and quantity of info increases in each stage and the quality of knowledge and understanding changes - human thinking is arranged into schemes, organized mental patterns that represent behaviours and actions
48
Information-Processing Approaches
the model that seeks to identify the ways individuals take in, use and store information
49
neo-piagetian theory
an information-processing approach that builds on piaget's theory, considers cognition as being made up of different types of individual skills -develops quickly in some areas and slowly in others -experience plays a big role
50
cognitive neuroscience approaches
the approach that examines cognitive development through the lens of brain processes -consider internal, mental processes but focus on neurological activity that underlies thinking, problem solving and other cognitive behaviour
51
the contextual perspective
the theory that considers the relationship between individuals and their physical, cognitive and social worlds - bronfnbrenners bioecological approach - vygotskys sociocultural theory
52
bioecological approach
the perspective suggesting that different levels of the environment simultaneously influence individuals -five levels
53
five levels
- microsystem - mesosystem - exosystem - macrosystem - chronosystem
54
microsystem
is the everyday, immediate environment of children's daily lives
55
mesosystem
connects the various aspects of the microsystem. acknowledges the direct and indirect influences that bind us to on another
56
exosystem
represent broader influences: societal institutions such as local government, the community etc.they have an immediate and major impact on personal development and each affects how the microsystem and mesosytem operate
57
macrosystem
represents the larger cultural influences on an individual including society in general, types of governments, religious and political value systems and other broad encompassing factors
58
chronosystem
underlies each of the previous systems. it involves the way in which the passage of time-including historical events and more gradual historical changes affects childrens development
59
the bioecological approach emphasized the
interconnectedness of the influences on development | -a change in one part affects other parts
60
bioecological approach stresses the importance of
broad cultural factors that affect development
61
individualism
the dominant western philosophy that emphasizes personal identity, uniqueness, freedom, and the worth of the individual
62
collectivism
the notion that the well-being of the group is more important that that of the individual
63
sociocultural theory
the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture - childrens understanding come from problem solving interactions - development is a reciprocal transaction b/w the ppl in a childs environment and the child
64
evolutionary perspective
the theory that seeks to identify behaviour that is a result of our genetic inheritance from our ancestors -charles darwin inspired
65
ethology
he ways in which our biological makeup influence our behaviour
66
behavioural genetics
studies the effects of heredity on behaviour -seeks to understand how we might inherit certain behavioural traits and how the environment influences whether we actually display those traits
67
eclectic approach
drawing on several perspectives simultaneously

development (17 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions