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Developmental Psychology 3rd ed Aced > Chapter 1 -Theory and Research in Human Development > Flashcards

Chapter 1 -Theory and Research in Human Development Flashcards

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1
Q

Opened the first psychology lab in 1879 in Leipzig, Germany

A

Wilhelm Wundt

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2
Q

Wrote ‘The principles of psychology’

A

Williams James

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3
Q

Founder of the Psycho-dynamic approach/ study of unconsciousness

A

Sigmund Freud

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4
Q

Founder of behaviorism

A

John Watson

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5
Q

Major pioneer in behaviorism

A

B. F. Skinner

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6
Q

Cofounders of Humanism

A

Carl Roger and Abraham Maslow

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7
Q

The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most psychologist today agree with (1) but not (2)

A

Behaviorism

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8
Q

Emphasized the growth potential of healthy people.

A

Humanistic psychology

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9
Q

The interdisciplinary study of the brain activity linked with mental activity (including perception, thinking, memory, and language.)

A

Cognitive neuroscience

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10
Q

The science of behavior and mental processes.

A

Psychology

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11
Q

Thinking that does not blindly accept arguments and conclusions. Rather, it examines assumptions, uncovers hidden values, weighs evidence, and assesses conclusions

A

Critical thinking

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12
Q

An approach that integrates different but complementary views from biological, psychological, and social-cultural viewpoints.

A

Biopsychosocial approach

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13
Q

The enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and handed down from one generation to the next

A

Culture

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14
Q

The age-old controversy over the relative influence of genes and experience in the development of psychological traits and behaviors. Today’s psychological science sees traits and behaviors arising from the interaction of nature and nurture

A

Nature-nurture issue

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15
Q

The principle that, at the same time, our mind processes information on separate conscious and unconscious tracks

A

Dual processing

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16
Q

The scientific study of human functioning, with the goals of discovering and promoting strengths and virtues that help individuals and communities to thrive.

A

Positive psychology

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17
Q

The tendency to believe, after learning an outcome, that we could have predicted it

A

Hindsight bias

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18
Q

An explanation using principles that organize observations and predict behaviors or events

A

Theory

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19
Q

A testable prediction, often implied by a theory

A

Hypothesis

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20
Q

A carefully worded statement of the exact procedures (operations) used in a research study

A

Operational definition

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21
Q

Repeating the essence of a research study, usually with different situations, to see whether the basic finding extends to other participants and circumstances.

A

Replication

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22
Q

A descriptive technique in which one individual or group is studied in depth in the hope of revealing universal principles.

A

Case study

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23
Q

A descriptive technique of observing and recording behavior in naturally occurring situations without trying to change or control the situation

A

Naturalistic observation

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24
Q

A descriptive technique for obtaining the self-reporting attitudes or behaviors of a group, usually by questioning a representative, random sample of that group

A

Survey

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25
Q

All those in a group being studied, from which samples may be drawn. (note: except for national studies, this does not refer to a country’s whole population.)

A

Population

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26
Q

A sample that fairly represents a population because each member has an equal chance of inclusion

A

Random sample

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27
Q

A measure of the extent to which two events vary together, and thus of how well either one predicts the other

A

Correlation

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28
Q

A graphed cluster of dots, each of which represents the values of two factors. The slope of the dots suggests the direction of the relationship between the two factors. How much the dots are scattered suggests the strength of the correlation

A

Scatterplot

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29
Q

A method in which researchers vary one or more independent variables to see its effect(s) on the dependent variable

A

Experiment

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30
Q

Assigning participants to experimental and control groups by chance

A

Random assignment

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31
Q

In an experiment, the group exposed to the treatment

A

Experimental group

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32
Q

In an experiment, the group not exposed to the treatment; the control group serves as a comparison with the experimental group for judging the effect of the treatment

A

Control group

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33
Q

An inactive substance or condition that is sometimes given to those in a control group in place of the treatment given to the experimental group

A

Placebo

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34
Q

A procedure in which participants and research staff are blind about who has received the treatment or a placebo

A

Double-blind procedure

35
Q

Results caused by expectations alone

A

Placebo effect

36
Q

In an experiment, the factor that is manipulated; the variable whose effect is being studied

A

Independent variable

37
Q

In an experiment, a factor other than the independent variable that might produce an effect

A

Confounding variable

38
Q

In an experiment, the factor that is measured; the variable that may change when the independent variable is manipulated.

A

Dependent variable

39
Q

Giving people enough information about a study to enable them to decide whether they wish to participate

A

Informed consent

40
Q

After an experiment ends, explaining to participants the study’s purpose and any deceptions researcher used.

A

Debriefing

41
Q

Enhanced memory after retrieving, rather than simple rereading, information. also sometimes called the retrieval practice effect or test-enhanced learning.

A

Testing effect

42
Q

A study method incorporating five steps: survey, question, read, retrieve, review

A

SQ3R

43
Q

Development is (1) lifelong (2) multidimensional and multi directional (3) highly plastic and (4) affected by multiple, interacting forces

A

Lifespan perspective

44
Q

A field of study devoted to understanding constancy and change throughout the lifespan

A

Developmental Science

45
Q

A fair set of research procedures agreed on by the scientific community, and findings must endure, or be replicated over time

A

Scientific Verification

46
Q

A process of gradually augmenting the same types of skills that were there to begin with

A

Continuous Development

47
Q

A process in which new ways of understanding and responding to the world emerge at specific times

A

Discontinuous Development

48
Q

Unique combinations of personal and environmental circumstances that can result in different paths of change

A

Contexts

49
Q

As open to change in response to influential experiences

A

Plasticity

50
Q

A perpetually ongoing process, extending from conception to death, that is molded by a complex network of biological, psychological and social influences

A

Lifespan as a dynamic system

51
Q

Affected by an intricate blend of biological, psychological and social forces

A

Multidimensional

52
Q

A joint expression of growth and decline

A

Multidirectional

53
Q

Events that are strongly related to age and therefore fairly predictable in when they occur and how long they last

A

Age-graded influences

54
Q

The ability to adapt effectively in the face of threats to development

A

Resilience

55
Q

Explains why people born around the same time–called a cohort– tend to be alike in ways that set them apart from people born at other times

A

History-graded influences

56
Q

Events are are irregular. They happen to just one person or a few people and do not follow a predictable timetable

A

Non-normative influences

57
Q

Measures of behavior are taken on large numbers of individuals, and age-related averages are computed to represent typical development

A

Normative approach

58
Q

People move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person’s ability to learn, to get along with others and to cope with anxiety

A

Psychoanalytic perspective

59
Q

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

A

Psycho-sexual theory

60
Q

Erikson emphasized that in addition to meditating between ID impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual an active, contributing member of society

A

Psycho-social theory

61
Q

The conscious, rational part of the personality which emerges in early infancy to redirect the ID’s impulses into acceptable behaviors

A

Ego

62
Q

The largest portion of the mind, the source of basic biological needs and desires

A

ID

63
Q

The conscience. This develops as parents insist that children conform to the values of society

A

Superego

64
Q

A social learning theory that emphasizes modeling, also known as imitation or observational learning, as a powerful source of development

A

Albert Bandura

65
Q

Consists of procedures that combine conditioning and modeling to eliminate undesirable behavior and increase desirable responses

A

Behavior modification

66
Q

In this cognitive-developmental theory, children actively construct knowledge as they manipulate and explore their world

A

Piaget’s cognitive-developmental theory

67
Q

A perspective where the human mind might also be viewed as a symbol-manipulating system through which information flows

A

Information processing perspective

68
Q

A field of study that brings together researchers from psychology, biology, neuroscience and medicine to study the relationship between changes in the brain and the developing person’s cognitive processing and behavior patterns

A

Developmental cognitive neuroscience

69
Q

A field of study concerned with the adaptive, or survival, value of behavior and its evolutionary history

A

Ethology

70
Q

A time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences. Development can occur later, but it is harder to induce.

A

Sensitive period

71
Q

A branch of study that seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age

A

Evolutionary developmental psychology

72
Q

A theory that focuses on how culture is transmitted to the next generation.

A

Sociocultural theory

73
Q

A theory that views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment

A

Ecological systems theory

74
Q

A prediction about behavior drawn from a theory

A

Hypothesis

75
Q

Researchers use a flexible conversational style to probe for the participant’s point of view

A

Clinical interview

76
Q

This includes both tests and questionnaires in which each participant is asked the same set of questions in the same way

A

Structured interviews

77
Q

A descriptive, qualitative technique that is directed toward understanding a culture of a distinct social group through participant observation

A

Ethnography

78
Q

Researchers gather information on individuals, generally in natural life circumstances, without altering their experiences. Then they look at relationships between participants’ characteristics and their behavior or development

A

Correlational design

79
Q

A number that describes how two measures, or variables, are associated with each other

A

Correlation coefficient

80
Q

Participants are studied repeatedly, and changes are noted as they get older

A

Longitudinal design

81
Q

Groups of people differing in age are studied at the same point in time

A

Cross-sectional design

82
Q

Researchers conduct several similar cross-sectional or longitudinal studies

A

Sequential designs

83
Q

Committees with the purpose to check and hold researchers to a code of ethical integrity

A

Institutional review boards (IRBs)

Developmental Psychology 3rd ed Aced (9 decks)

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