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Developmental Psychology > CHAPTER 2 > Flashcards

CHAPTER 2 Flashcards

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1
Q

What are the influences on development? (G,EI,PS,F,T,S,C)

A

Genetics
Environmental influences
Parenting styles
Friends
Teachers
Schools
Culture

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2
Q

Are specific areas of a child’s developmental progress and growth.

A

Developmental domains

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3
Q

Developmental domains that involve growth and changes in the body and brain, the senses, motor skills, and health and wellness.

A

Physical development

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4
Q

Developmental domains that involve learning, attention, memory, language, thinking, reasoning, and creativity.

A

Cognitive development

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5
Q

Developmental domains that involve emotions, personality, and social relationships.

A

Psychosocial development

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6
Q

When used in relation to human development, the word “_______” refers to specific aspects of growth and change.

A

Domain

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7
Q

The major domains of development are:?

A

physical, cognitive, language, and social-emotional.

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8
Q

explores how we change and grow from conception to death.

A

Lifespan development

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9
Q

Lifespan development explores how we change and grow from conception to death.
This field of psychology is studied by____________

A

developmental psychologists.

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10
Q

They view development as a lifelong process that can be studied scientifically across three developmental domains: physical, cognitive, and psychosocial.

A

developmental psychologists.

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11
Q

What are the three developmental domains?

A

physical, cognitive, and psychosocial.

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12
Q

They identified seven (7) key principles of a life-span developmental approach

A

Lindenberger, & Staudinger, 1998; Staudinger & Bluck, 2001

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13
Q

seven (7) key principles of a life-span developmental approach

A
  1. Development is lifelong
  2. Development is multidimensional
  3. Development is multidirectional.
  4. Relative influences of biology and culture shift over the life span.
  5. Development involves changing resource allocations
  6. Development shows plasticity.
  7. Development is influenced by the historical and cultural context.
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14
Q

One of the seven (7) key principles of a life-span developmental approach is that each period of the life span is affected by what happened before and will affect what is to come. Each period has unique characteristics and value. No period is more or less important than any other.

A

Development is lifelong

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15
Q

One of the seven (7) key principles of a life-span developmental approach is that it occurs along multiple interacting dimensions-biological, psychological, and social- each of which may develop at varying rates.

A

Development is multidimensional

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16
Q

One of the seven (7) key principles of a life-span developmental approach is that As people gain in one area, they may lose in another, sometimes at the same time. Children grow mostly in one direction—up—both in size and in abilities. Then the balance gradually shifts.
Adolescents typically gain in physical abilities, but their facility in learning a new language typically declines.

A

Development is multidirectional

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17
Q

One of the seven (7) key principles of a life-span developmental approach is that The process of development is influenced by both biology and culture, but the balance between these influences’ changes.
Biological abilities, such as sensory acuity and muscular strength and coordination, weaken with age, but cultural supports, such as education, relationships, and technologically age-
Friendly environments may help compensate.

A

Relative influences of biology and culture shift over the life span.

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18
Q

One of the seven (7) key principles of a life-span developmental approach is that individuals choose to invest their resources of time, energy, talent, money, and social support in varying ways.
In childhood and young adulthood, the bulk of resources typically goes to growth, in old age, to regulation of loss.
In midlife, the allocation is more evenly balanced among the three functions.

A

Development involves changing resource allocations.

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19
Q

One of the seven (7) key principles of a life-span developmental approach is that Many abilities, such as memory, strength, and endurance, can be improved significantly with training and practice, even late in life. However, even in children, it it has limits that depend in part on the various influences on development. One of the tasks of developmental research is to discover to what extent particular kinds of development can be modified at various ages.

A

Development shows plasticity.

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20
Q

One of the seven (7) key principles of a life-span developmental approach is that Each person develops within multiple contexts- circumstances or tenditions defined in part by maturation and in part by time and place.

example, in intellectual functioning, in women’s midlife emotional development,
and in the flexibility of personality in old age.

A

Development is influenced by the historical and cultural context.

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21
Q

our ability to change and that many of our characteristics are malleable

A

Plasticity

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22
Q

a group of people who are born at roughly the same period in a particular society.

A

Cohort

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23
Q

Five major perspectives

A

Psychoanalytic
Learning
Cognitive
Contextual
Evolutionary/Sociobiological

24
Q

One of the five major perspectives, which focuses on unconscious emotions and drives.

A

Psychoanalytic

25
Q

One of the five major perspectives that studies observable behavior.

A

Learning

26
Q

One of the five major perspectives which emphasizes the impact of the historical, social, and cultural context; and

A

Contextual

27
Q

One of the five major perspectives which analyzes thought processes

A

Cognitive

28
Q

One of the five major perspectives that considers evolutionary and biological underpinnings of behavior.

A

Evolutionary/Sociobiological

29
Q

underlie much influential theory and research on human development:

A

Five major perspectives

30
Q

originator of the PERSPECTIVE 1: PSYCHOANALYTIC

A

Sigmund Freud (1856-1939)

31
Q

He proposed that humans were born with a series of innate, biologically based drives such as hunger, sex, and aggression.

A

PERSPECTIVE 1: PSYCHOANALYTIC
Sigmund Freud (1856-1939)

32
Q

originator of the Psychosexual Development

A

Sigmund Freud

33
Q

What are the Psychosexual Stages (Freud)

A

ORAL (birth to 12-18 months)
ANAL (12-18 months to 3 years).
PHALLIC (3 to 6 years)
LATENCY (6 years to puberty)
GENITAL (puberty through adulthood)

34
Q

Psychosexual Stages (Freud) Baby’s chief source of pleasure involves mouth-oriented activities (sucking and feeding).

A

ORAL (birth to 12-18 months)

35
Q

Psychosexual Stages (Freud) A child derives sensual gratification from withholding and expelling feces. Zone of gratification is____ region, and toilet training is an important activity.

A

ANAL (12-18 months to 3 years).

36
Q

Psychosexual Stages (Freud) Child becomes attached to parent of the other sex and later identifies with same-sex parent. Superego develops. Zone of gratification shifts to genital region.

A

Phallic (3 to 6 years).

37
Q

Psychosexual Stages (Freud) Time of relative calm between more turbulent stages.

A

Latency (6 years to puberty).

38
Q

Reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality.

A

Genital (puberty through adulthood)

39
Q

Psychosocial Stages (Erikson)

A

Basic trust versus mistrust (birth to 12-18 months).
Autonomy versus shame and doubt (12-18 months to 3 years).
Initiative versus guilt (3 to 6 years).
Industry versus inferiority (6 years to puberty)
Identity versus Identity confusion (puberty to young adulthood).
Intimacy versus isolation (young adulthood).
Generativity versus stagnation (middle adulthood).
Integrity versus despair (late adulthood)

40
Q

Psychosocial Stages (Erikson) Baby develops sense of whether world is a good and safe place.

A

Basic trust versus mistrust (birth to 12-18 months).

41
Q

What is the virtue of Basic trust versus mistrust (birth to 12-18 months).

A

HOPE

42
Q

What is the virtue of Autonomy versus shame and doubt (12-18 months to 3 years).

A

will

43
Q

What is the virtue of Initiative versus guilt (3 to 6 years).

A

purpose

44
Q

What is the virtue of Industry versus inferiority (6 years to puberty).

A

skill

45
Q

What is the virtue of Identity versus Identity confusion (puberty to young adulthood).

A

fidelity.

46
Q

What is the virtue of Intimacy versus isolation (young adulthood).

A

love

47
Q

What is the virtue of Generativity versus stagnation (middle adulthood)

A

care

48
Q

What is the virtue of Integrity versus despair (late adulthood)

A

wisdom

49
Q

Cognitive Stages (Plaget)

A

Sensorimotor (birth to 2 years).
Preoperational (2 to 7 years).
Concrete operations (7 to 11 years).
Formal operations (11 years through adulthood).

50
Q

Cognitive Stages (Plaget) Infant gradually becomes able to organize activities in relation to the environment through sensory and motor activity.

A

Sensorimotor (birth to 2 years).

51
Q

Cognitive Stages (Plaget) Child develops a representational system and uses symbols to represent people, places, and events. Language and imaginative play are important manifestations of this stage. Thinking is still not logical.

A

Preoperational (2 to 7 years).

52
Q

Cognitive Stages (Plaget) Child can solve problems logically if they are focused on the here and now but cannot think abstractly.

A

Concrete Operations ( 7 to 11 years)

53
Q

Cognitive Stages (Plaget) Person can think abstractly, deal with hypothetical situations, and think about possibilities

A

Formal operations (11 years through adulthood).

54
Q

He modified and extended Freudian theory by emphasizing the influence of society on the developing personality

A

Erik Erikson: Psychosocial Development

55
Q

His theory of psychosocial development covers eight stages across the life span.

A

Erik Erikson: Psychosocial Development

56
Q

Difference between Classical Conditioning and Operant conditioning

A

Classical Conditioning is based on stimuli response model, while the operant conditioning involves a behavior and consequences

57
Q

Difference between Classical Conditioning and Operant conditioning

A

Classical Conditioning is based on stimuli response model, while the operant conditioning involves a behavior and consequences

Developmental Psychology (5 decks)

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