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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)

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2
Q

anecdotal evidence

A

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

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2
Q

anecdotal evidence

A

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

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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

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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

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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

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4
Q

cognitive development

A

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

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5
Q

topical areas in lifespan development

A
  • physical development
  • cognitive development
  • social development
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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)
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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

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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

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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

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10
Q

ethnic group and ethnicity

A

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

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11
Q

race

A

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

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12
Q

ethnic group and ethnicity

A

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

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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

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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

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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

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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

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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

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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

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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

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20
Q

maturation

A

the predetermined unfolding of genetic information

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21
Q

nurture

A

environmental influences that shape behaviour

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22
Q

maturation

A

the predetermined unfolding of genetic information

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23
Q

five major theoretical perspectives used in lifespan developmetn

A
  • psychodynamic
  • behavioural
  • cognitive
  • contextual
  • evolutionary
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24
Q

theories

A

broad, organized explanations and predictions concerning phenomena of interest

25
Q

five major theoretical perspectives used in lifespan developmetn

A
  • psychodynamic
  • behavioural
  • cognitive
  • contextual
  • evolutionary
26
Q

psychodynamic perspective

A

the approach that state behaviour is motivated by inner forces, memories, and conflicts that are generally beyond people’s awareness and control

27
Q

freuds psychoanalytic theory

A

the theory proposed by freud that suggest that unconscious forces act to determine personality and behaviour

28
Q

three aspects of personality (freud)

A

id, ego and superego

29
Q

id

A

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
Q

pleasure principle

A

the goal is to maximize satisfaction and reduce tension

31
Q

ego

A

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
Q

fixation

A

is behaviour reflecting an earlier stage of development due to an unresolved conflict

33
Q

erik erikson

psychosocial development

A

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
Q

behavioural perspective

A

the approach suggesting that the keys to understanding development are observable behaviour and outside stimuli in the environment

35
Q

erik erikson

psychosocial development

A

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
Q

behavioural perspective

A

the approach suggesting that the keys to understanding development are observable behaviour and outside stimuli in the environment

37
Q

classical conditioning

A

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
Q

punishment

A

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
Q

reinforcement

A

a behaviour is followed by a stimulus that increases the probability that the behaviour will be repeated

40
Q

punishment

A

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
Q

behaviour modification

A

a formal technique for promoting the frequency of desirable behaviours and decreasing the incidence of unwanted ones

42
Q

social cognitive learning theory

A

approach that emphasizes learning by observing the behaviour of another person called a model

43
Q

cognitive perspective

A

the approach that focuses on the processes that allow people to know, understand and think about the world

47
Q

piaget

A
  • 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
Q

Information-Processing Approaches

A

the model that seeks to identify the ways individuals take in, use and store information

49
Q

neo-piagetian theory

A

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
Q

cognitive neuroscience approaches

A

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
Q

the contextual perspective

A

the theory that considers the relationship between individuals and their physical, cognitive and social worlds

  • bronfnbrenners bioecological approach
  • vygotskys sociocultural theory
52
Q

bioecological approach

A

the perspective suggesting that different levels of the environment simultaneously influence individuals
-five levels

53
Q

five levels

A
  • microsystem
  • mesosystem
  • exosystem
  • macrosystem
  • chronosystem
54
Q

microsystem

A

is the everyday, immediate environment of children’s daily lives

55
Q

mesosystem

A

connects the various aspects of the microsystem. acknowledges the direct and indirect influences that bind us to on another

56
Q

exosystem

A

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
Q

macrosystem

A

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
Q

chronosystem

A

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
Q

the bioecological approach emphasized the

A

interconnectedness of the influences on development

-a change in one part affects other parts

60
Q

bioecological approach stresses the importance of

A

broad cultural factors that affect development

61
Q

individualism

A

the dominant western philosophy that emphasizes personal identity, uniqueness, freedom, and the worth of the individual

62
Q

collectivism

A

the notion that the well-being of the group is more important that that of the individual

63
Q

sociocultural theory

A

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
Q

evolutionary perspective

A

the theory that seeks to identify behaviour that is a result of our genetic inheritance from our ancestors
-charles darwin inspired

65
Q

ethology

A

he ways in which our biological makeup influence our behaviour

66
Q

behavioural genetics

A

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
Q

eclectic approach

A

drawing on several perspectives simultaneously

development (17 decks)

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