Chapter 1 Flashcards by Catie Anglea

What are the 4 assumptions about development in the lifespan perspective?

Development is …

lifelong
multidimensional (physical, cognitive, emotional, and social domains) and multidirectional (growth and decline)
plastic
influenced by multiple, interacting factors (age-graded, history-graded, nonnormative)

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all people; events that are strongly related to age and predictable in when they occur and how long they last (e.g., puberty, menopause, getting license, starting school)

age-graded

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cohort of people; explains why people born around the same time tend to be alike in ways that set them apart from people born at other times (e.g., baby boomers, wars, economic depression/prosperity, 9/11)

history-graded

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some people; events that are irregular – happen to just one person or a few people and don’t follow a predictable timetable (e.g., cancer, delayed parenthood, Jacob Sartorious); more powerful in contemporary adult development

nonnormative

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Who was the forefather of scientific child study that emphasized the adaptive value of individual behaviors and physical characteristics?

Darwin

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What are the 2 main principles of Darwin’s Theory of Evolution?

natural selection: certain species survive because they have characteristics that fit with or are adapted to their surroundings
survival of the fittest: individuals w/in a species who best meet the environment’s survival requirements live long enough to reproduce and pass their more beneficial characteristics to future generations

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Who developed the normative approach theory?

Hall & Gesell

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Which theory emphasizes age-related averages for typical development (e.g., You should have these motor skills by age 5)?

normative approach theory

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Who sparked interest in individual differences by creating an intelligence test (e.g., the Stanford Binet Intelligence Scale)?

Binet

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What are the two psychoanalytic theories?

psychosexual theory (Freud) and psychosocial theory (Erikson)

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Which theory focuses on conflicts between biological drives and social expectations?

psychoanalytic theory

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Which theory emphasizes that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development?

Freud’s psychosexual theory

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_____ theory has 3 parts of personality and sexual energies in 5 stages.

Psychosexual

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What are the three parts of the personality according to Freud’s psychosexual theory?

id, ego, superego

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Which part of Freud’s three personalities includes a person’s basic biological needs and desires?

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Which part of Freud’s three personalities includes the conscious, rational part of a person’s personality and redirects the id’s impulses into acceptable behaviors during early infancy?

ego

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Which part of Freud’s three personalities is a person’s conscience and develops as parents insist that children conform to society’s values from 3-6 years old?

superego

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Which theory states that social development occurs through 8 stages over the lifespan and states that psychosocial conflicts are resolved on a continuum from positive to negative which determine healthy or maladaptive outcomes at each stage?

Erikson’s psychosocial theory

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What are Erikson’s 8 stages of social development?

Birth-1 year: Basic trust vs. Mistrust
1-3 years: Autonomy vs. Shame and Doubt
3-6 years: Initiative vs. Guilt
6-11 years: Industry vs. Inferiority
Adolescence: Identity vs. Role Confusion
Early Adulthood: Intimacy vs. Isolation
Middle Adulthood: Generativity vs. Stagnation
Old Age: Integrity vs. Despair

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What are the two types of behaviorism?

classical conditioning and operant conditioning

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John Watson; Little Albert experiment; associating neutral stimulus with another stimulus that produces a reflexive response

classical conditioning

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B.F. Skinner; frequency of behavior can increase if followed by reinforcers (e.g., food, praise) or decrease if followed by punishment (e.g., disapproval, removing privileges)

operant conditioning

emphasizes the influence of modeling on current and future behavior

social learning

stated that children learn by manipulating and exploring their world
has 4 stages that emphasize qualitative differences in thinking
includes assimilation, accommodation, and equilibrium

Piaget’s cognitive-developmental theory

- states that information passes back and forth through a series of stores - Input (sensory memories), RAM (working memory), hard drive (long-term memory), output (response to stimuli)

Information Processing Theory

study of the effect of brain changes in cognition and behavior

developmental cognitive neuroscience

study of the effect of brain changes in socioemotional development (e.g., autism, negative impact of extreme adversity)

developmental social neuroscience

- evolutionary developmental psychology - adaptive value of cognitive, emotional, and social behavior or characteristics (e.g., adaptiveness of human longevity so that grandparents can raise grandchildren) - critical and sensitive periods

ethology

a limited time span during which the individual is biologically prepared to acquire certain behaviors but needs the support of a stimulating environment - ex: language, intelligence

critical period

a time that is biologically optimal for certain capacities to emerge because the individual is especially responsive to environmental influences - ex: infant-caregiver attachment

sensitive period

- emphasized tools to transmit culture (values, beliefs, customs, and skills of a social group) from one generation to the next - stated that social interaction is necessary for children to acquire the ways of thinking and behaving that make up a community's culture - zone of proximal development (what you can do with help) - scaffolding

Vygotsky's sociocultural theory

- development in complex [system] of relationships with multiple levels (microsystem, mesosystem, exosystem, macrosystem, chronosystem)

Bronfenbrenner's ecological systems theory

innermost level of the environment; consists of activities and interaction patterns in the person's immediate surroundings - ex: third parties, individual

microsystem

encompasses connections between microsystems - ex: how well a person functions as a spouse and parent at home is affected by relationships in the workplace and vise versa, child-care, school, immediate family, neighborhood

mesosystem

consists of social settings that don't contain the developing person but affect experiences in immediate settings - ex: parents' social networks, religious institutions, workplace, community health services, extended family, friends and neighbors

exosystem

consists of cultural values, laws, customs, and resources | - ex: pension for older adults

macrosystem

refers to the dynamic, ever-changing nature of the person's environment

chronosystem

What are the two types of systematic observation?

naturalistic observation and structured observation

- observation in real world settings - pros: investigators directly see the behavior they're studying - cons: can't control conditions under which participants are observed

naturalistic observation

- observation in lab settings - pros: gives each pp an equal opportunity to display the behavior of interest - cons: may not yield observations typical of pps' behavior in everyday life

structured observation

- interview where pp is asked flexible questions; conversational style interview to individually prompt pp for answers - pros: close as possible to the way pps think in everyday life, great breadth and depth of information can be obtained in a short amount of time cons: may not result in accurate reporting of information, comparing individuals' responses is difficult

clinical interview

- interview with standardized questions (tests and questionnaires) - pros: can compare pps' responses and efficiently collect data, researchers can specify answer alternatives that participants might not think of in an open-ended interview - cons: doesn't yield the same depth of info as a clinical interview, responses subject to inaccurate reporting

structured interview

- in-depth analysis (interviews, observations, and test scores) of individual in unusual situation - ex: people who survived Titanic, Anne Frank - pros: provide rich, descriptive insights into factors that affect development - cons: may be biased by researchers' theoretical preferences, can't apply findings to other people

case study

- cultural meaning of behavior - involves participant observation of culture or distinct social group - take extensive field notes

ethnography

describes the relationship b/t two variables [characteristics and behaviors]

correlational design

measures the strength of relationship (-1 to +1) but does NOT predict!

correlation coefficient (r)

one variable manipulated to measure changes in another; IV is cause, DV is effect

experimental design

What are the benefits of random assignment?

ensures representativeness and minimizes differences in unmeasured variables

yields consistent responses across trials; similar scores

reliability

measures what is intended to be measured; relevant items

validity

- groups of people differing in age are studied at the same point in time - 1 sample, 2+ age groups - single occasion - quick and inexpensive - GROUP differences - con: can't tell if impt individual differences exist, cohort effects

cross-sectional design

- pps are studied repeatedly and changes are noted as they get older - 1 sample, 1 age group - multiple occasions - costly and time-consuming - INDIVIDUAL differences - con: cohort effects

longitudinal design

- combines cross-sectional and longitudinal - 2+ age groups at 2+ points in time - ex: study pps over the same ages but in different years OR sutdy pps over diff. ages but during the same year

sequential design