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Lifespan Development > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

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

A

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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2
Q

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)

A

age-graded

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3
Q

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)

A

history-graded

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4
Q

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

A

nonnormative

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5
Q

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

A

Darwin

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6
Q

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

A
  • 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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7
Q

Who developed the normative approach theory?

A

Hall & Gesell

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8
Q

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

A

normative approach theory

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9
Q

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

A

Binet

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10
Q

What are the two psychoanalytic theories?

A

psychosexual theory (Freud) and psychosocial theory (Erikson)

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11
Q

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

A

psychoanalytic theory

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12
Q

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?

A

Freud’s psychosexual theory

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13
Q

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

A

Psychosexual

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14
Q

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

A

id, ego, superego

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15
Q

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

A

id

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16
Q

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?

A

ego

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17
Q

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?

A

superego

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18
Q

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?

A

Erikson’s psychosocial theory

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19
Q

What are Erikson’s 8 stages of social development?

A 
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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20
Q

What are the two types of behaviorism?

A

classical conditioning and operant conditioning

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21
Q

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

A

classical conditioning

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22
Q

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)

A

operant conditioning

23
Q

emphasizes the influence of modeling on current and future behavior

A

social learning

24
Q
  • stated that children learn by manipulating and exploring their world
  • has 4 stages that emphasize qualitative differences in thinking
  • includes assimilation, accommodation, and equilibrium
A

Piaget’s cognitive-developmental theory

25
Q
  • 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)
A

Information Processing Theory

26
Q

study of the effect of brain changes in cognition and behavior

A

developmental cognitive neuroscience

27
Q

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

A

developmental social neuroscience

28
Q
  • 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
A

ethology

29
Q

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

A

critical period

30
Q

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

A

sensitive period

31
Q
  • 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
A

Vygotsky’s sociocultural theory

32
Q
  • development in complex [system] of relationships with multiple levels (microsystem, mesosystem, exosystem, macrosystem, chronosystem)
A

Bronfenbrenner’s ecological systems theory

33
Q

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

A

microsystem

34
Q

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

A

mesosystem

35
Q

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

A

exosystem

36
Q

consists of cultural values, laws, customs, and resources

- ex: pension for older adults

A

macrosystem

37
Q

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

A

chronosystem

38
Q

What are the two types of systematic observation?

A

naturalistic observation and structured observation

39
Q
  • observation in real world settings
  • pros: investigators directly see the behavior they’re studying
  • cons: can’t control conditions under which participants are observed
A

naturalistic observation

40
Q
  • 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
A

structured observation

41
Q
  • 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
A

clinical interview

42
Q
  • 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
A

structured interview

43
Q
  • 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
A

case study

44
Q
  • cultural meaning of behavior
  • involves participant observation of culture or distinct social group
  • take extensive field notes
A

ethnography

45
Q

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

A

correlational design

46
Q

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

A

correlation coefficient (r)

47
Q

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

A

experimental design

48
Q

What are the benefits of random assignment?

A

ensures representativeness and minimizes differences in unmeasured variables

49
Q

yields consistent responses across trials; similar scores

A

reliability

50
Q

measures what is intended to be measured; relevant items

A

validity

51
Q
  • 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
A

cross-sectional design

52
Q
  • 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
A

longitudinal design

53
Q
  • 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
A

sequential design

Lifespan Development (6 decks)

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