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Developmental Psychology > Chapter 2: Theory and Research > Flashcards

Chapter 2: Theory and Research Flashcards

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1
Q

Coherent set of logically related concepts that seeks to organize, explain, and predict data.

a. Theory
b. Hypotheses
c. Research
d. Mechanistic model

A

a. Theory

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2
Q

Possible explanations for phenomena, used to predict the outcome of research.

a. Theory
b. Hypotheses
c. Research
d. Mechanistic model

A

b. Hypotheses

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3
Q

Model that views human development as a series of predictable responses to stimuli.

a. Theory
b. Hypotheses
c. Research
d. Mechanistic model

A

d. Mechnistic model

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4
Q

Model that views human development as internally initiated by an active organism and as occuring in a sequence of qualitatively different stages.

a. Mechanistic model
b. Psychoanalytic perspective
c. Organismic model
d. Psychosexual perspective

A

c. Organismic model

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5
Q

Change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication.

a. Psychoanaltic perspective
b. Quantitative change
c. Qualitative change
d. Psychosexual development

A

b. Quantitative change

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6
Q

Discontinuous change in kind, structure, or organization.

a. Psychoanaltic perspective
b. Quantitative change
c. Qualitative change
d. Psychosexual development

A

c. Qualitative change

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7
Q

View of human development as shaped by unconscious forces that motivate human behavior.

a. Psychoanaltic perspective
b. Quantitative change
c. Qualitative change
d. Psychosexual development

A

a. Psychoanalytic perspective

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8
Q

In Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals.

a. Psychoanaltic perspective
b. Quantitative change
c. Qualitative change
d. Psychosexual development

A

d. Psychosexual development

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9
Q

Theories on psychoanalytic perspective:

a. Freud’s psychosexual theory
b. Piaget’s cognitive-stage theory
c. Bowlby’s attachment theory
d. Bronfenbrenner’s bioecological theory
e. Information-processing theory
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
g. Erikson’s psychosocial theory
h. Social learing theory
i. Vygotsky’s sociocultural theory

A

a. Freud’s psychosexual theory
g. Erikson’s psychosocial theory

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10
Q

Theories on learning perspective:

a. Freud’s psychosexual theory
b. Piaget’s cognitive-stage theory
c. Bowlby’s attachment theory
d. Bronfenbrenner’s bioecological theory
e. Information-processing theory
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
g. Erikson’s psychosocial theory
h. Social learing theory
i. Vygotsky’s sociocultural theory

A

f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
h. Social learning theory

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11
Q

Theories on cognitive perspective:

a. Freud’s psychosexual theory
b. Piaget’s cognitive-stage theory
c. Bowlby’s attachment theory
d. Bronfenbrenner’s bioecological theory
e. Information-processing theory
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
g. Erikson’s psychosocial theory
h. Social learing theory
i. Vygotsky’s sociocultural theory

A

b. Piaget’s cognitive-stage theory
e. Information-processing theory
i. Vygotsky’s sociocultural theory

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12
Q

Theories on contextual perspective:

a. Freud’s psychosexual theory
b. Piaget’s cognitive-stage theory
c. Bowlby’s attachment theory
d. Bronfenbrenner’s bioecological theory
e. Information-processing theory
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
g. Erikson’s psychosocial theory
h. Social learing theory
i. Vygotsky’s sociocultural theory

A

d. Bronfenbrenner’s bioecological theory

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13
Q

Theories on evolutionary/ sociobiological perspective:

a. Freud’s psychosexual theory
b. Piaget’s cognitive-stage theory
c. Bowlby’s attachment theory
d. Bronfenbrenner’s bioecological theory
e. Information-processing theory
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
g. Erikson’s psychosocial theory
h. Social learing theory
i. Vygotsky’s sociocultural theory

A

c. Bowlby’s attachent theory

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14
Q

Puberty through adulthood on psychosexual stages.

a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage

A

e. Genital stage

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15
Q

12-18 months to 3 years on psychosexual stages.

a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage

A

b. Anal stage

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16
Q

Birth to 12-18 months on psychosexual stages.

a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage

A

a. Oral stage

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17
Q

6 years to puberty on psychosexual stages.

a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage

A

d. Latency stage

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18
Q

3 to 6 years on psychosexual stages.

a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage

A

c. Phallic stage

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19
Q

6 years to puberty on psychosocial stages.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority
e. Identity versus identity confusion

A

d. Industry versus inferiority

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20
Q

12-18 months to 3 years on psychosocial stages.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority
e. Identity versus identity confusion

A

b. Autonomy versus shame and doubt

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21
Q

3 to 6 years on psychosocial stages.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority
e. Identity versus identity confusion

A

c. Initiative versus guilt

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22
Q

Puberty through young adulthood on psychosocial stages.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority
e. Identity versus identity confusion

A

e. Identity verus identity confusion

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23
Q

Birth to 12-18 months on psychosocial stages.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority
e. Identity versus identity confusion

A

a. Basic trust versus mistrust

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24
Q

7 years to 11 years on cognitive stages.

a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations

A

c. Concrete operations

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25
Q

11 years through adulthood on cognitive stages.

a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations

A

d. Formal operations

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26
Q

Birth to 2 years on cognitive stages.

a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations

A

a. Sensorimotor stage

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27
Q

2 years to 7 years on cognitive stages.

a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations

A

b. Preoperational stage

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28
Q

(1) Pattern of change in emotions, personality, and social relationships. (2) In Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self.

a. Psychosocial development
b. Psychosexual development
c. Cognitive development
d. Learning perspective

A

a. Psychosocial development

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29
Q

View of human development that holds that changes i behavior result from experience or from adaptation to the environment.

a. Psychosocial development
b. Psychosexual development
c. Cognitive development
d. Learning perspective

A

d. Learning perspective

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30
Q

Learning theory that emphasizes the predictable role of environment in causing observable behavior.

a. Psychosocial development
b. Behaviorism
c. Cognitive development
d. Learning perspective

A

b. Behaviorism

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31
Q

Learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment

A

a. Classical conditioning

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32
Q

The process by which a behavior is weakened, decreasing the likelihood of repetition.

a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment

A

d. Punishment

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33
Q

Process by which a behavior is strengthened, increasing the likelihood that the behavior will be repeated.

a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment

A

c. Reinforcement

34
Q

(1) Learning based on associating of behavior with its consequences. (2) Learning based on reinforcement or punishment.

a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment

A

b. Operant conditioning

35
Q

Theory that behaviors are learned by observing and imitating models. Also called social cognitive theory.

a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determinism
d. Social learning theory

A

d. Social learning theory

36
Q

Piaget’s theory that children’s cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations.

a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determinism
d. Social learning theory

A

a. Cognitive-stage theory

37
Q

Learning through watching the behavior of others.

a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determinism
d. Social learning theory

A

b. Observational learning

38
Q

Bandura’s term for bidirectional forces that affect development.

a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determination
d. Social learning theory

A

c. Reciprocal determination

39
Q

Sense of one’s capability to master challenges and achieve goals.

a. Cognitive perspective
b. Organization
c. Schemes
d. Self-eficacy

A

d. Self-eficacy

40
Q

View that thought processes are central to develop.

a. Cognitive perspective
b. Organization
c. Schemes
d. Self-eficacy

A

a. Cognitive perspective

41
Q

(1) Piaget’s term for the creation of sategories or systems of knowledge. (2) Mnemonic strategy of categorizing material to be remembered.

a. Schemes
b. Assimilation
c. Organization
d. Equilibration

A

c. Organization

42
Q

Piaget’s teem for organized patterns of thought and behavior used in particular situations.

a. Organization
b. Schemes
c. Adaptation
d. Accommodation

A

b. Schemes

43
Q

Piaget’s teem for adjustment to new information about the environment, achieved through processes of assimilation and accomodation.

a. Organization
b. Adaptation
c. Accommodation
d. Equilibration

A

b. Adaptation

44
Q

Piagey’s term for incorporation of new information into an existing cognitive structure.

a. Schemes
b. Adaptation
c. Assimilation
d. Accommodation

A

c. Assimilation

45
Q

Piaget’s term for changes in a cognitive structure to include new information.

a. Schemes
b. Adaptation
c. Assimilation
d. Accommodation

A

d. Accommodation

46
Q

Piaget’s term for the tendency to seek a stable balance among cognitive elements; achieved through a balance between assimilation and the accomodation.

a. Equilibration
b. Organization
c. Adaptation
d. Assimilation

A

a. Equilibration

47
Q

Vygotsky’s theory of how contextual factors affect children’s development.

a. Sociocultural theory
b. Information-processing approach
c. Bioecological theory
d. Contextual perspective

A

a. Sociocultural theory

48
Q

Vygotsky’s term for the difference between what a child can do alone and what the child can do with help.

a. Scaffolding
b. Perspective
c. Zone of proximal develooment (ZPD)
d. Self-eficacy

A

c. Zone of proximal development (ZPD)

49
Q

Temporary support to help a child master a task.

a. Scaffolding
b. Perspective
c. Zone of proximal development (ZPD)
d. Self-eficacy

A

a. Scaffolding

50
Q

(1) Approach to the study of cognitive development by observing and analyzing the mental processes involved in perceiving and handling information. (2) Approach to the study of cognitive development that analyzes processes involved in perceiving and handling information.

a. Sociocultural theory
b. Information-processing approach
c. Bioecological theory
d. Contextual perspective

A

b. Information-processing approach

51
Q

View of human development that sees the individual as inseprable from the social context.

a. Sociocultural theory
b. Information-processing approach
c. Bioecological theory
d. Contextual perspective

A

d. Contextual perspective

52
Q

Bronfenbrenner’s approach to understanding processes and contexts of human development that idebtifies five levels of environmental influence.

a. Sociocultural theory
b. Information-processing approach
c. Bioecological theory
d. Contextual perspective

A

c. Bioecological theory

53
Q

View of human development that focuses on evolutionary and biological bases of behavior.

a. Ethology
b. Evolutionary/sociobiological perspective
c. Bioecological theory
d. Contextual perspective

A

b. Evolutionary/sociobiological perspective

54
Q

Study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species.

a. Ethology
b. Evolutionary/sociobiological perspective
c. Bioecological theory
d. Contextual perspective

A

a. Ethology

55
Q

Application of Darwinian principles of natural selection and survival of the fittest to individual behavior.

a. Qualitative research
b. Scientific method
c. Evolutionary psychology
d. Quantitative research

A

c. Evolutionary psychology

56
Q

Research that deals with objectively measurable data.

a. Qualitative research
b. Scientific method
c. Evolutionary psychology
d. Quantitative research

A

d. Quantitative research

57
Q

System of established principles and processes of scientific inquiry, which includes identifying a problem to be studied, formulating a hypothesis to be tested by research, collecting data, analyzing the data, forming tentative conclusions, and disseminationg findings.

a. Qualitative research
b. Scientific method
c. Evolutionary psychology
d. Quantitative research

A

b. Scientific method

58
Q

Research that focuses on nonnumerical data, such as subjective experiences, feeling, or belief.

a. Qualitative research
b. Scientific method
c. Evolutionary psychology
d. Quantitative research

A

a. Qualitative research

59
Q

The entire pool of individuals under study from which a sample is drawn and to which findings may apply.

a. Population
b. Sample
c. Random selection
d. Random sample

A

a. Population

60
Q

Group participants chosen to represent the entire population under study.

a. Population
b. Sample
c. Random selection
d. Random sample

A

b. Sample

61
Q

Selection of a sample in such a way that each person in a population has an equal and independent chance of being chosen.

a. Population
b. Sample
c. Random selection
d. Random sample

A

c. Random selection

62
Q

A sample of individuals chosen in such a way that every individual in the population has an equal and independent chance of being chosen.

a. Population
b. Sample
c. Random selection
d. Random sample

A

d. Random sample

63
Q

Acronym (Western, educated, industrialized, rich, and democratic) for the type of societies from which research samples are typically drawn.

a. Population
b. WEIRD
c. Random selection
d. Random sample

A

b. WEIRD

64
Q

Research method in which behavior is studied in natural settings without intervention or manipulation.

a. Laboratory observation
b. Qualitative research
c. Quantitative research
d. Naturalistic observation

A

d. Naturalistic observation

65
Q

Research method in which all particioants are observed under the same controlled conditions.

a. Laboratory observation
b. Qualitative research
c. Quantitative research
d. Naturalistic observation

A

a. Laboratory observation

66
Q

Research method in which participants are asked about some aspect of their lives; questions may be highly structured or more flexible; may be visual or verbal.

a. Laboratory observation
b. Behavioral and performance measures
c. Self-report: diary, visual reports, interview, or questionnaire
d. Naturalistic observation

A

c. Self-report: diary, visual, reports, interview, or questionnaire

67
Q

Research method in which participants are tested on abilities, skills, knowledge, competencies, or physical responses.

a. Laboratory observation
b. Behavioral and performance measures
c. Self-report: diary, visual reports, interview, or questionnaire
d. Naturalistic observation

A

b. Behavioral and performance measures

68
Q

Any expectations, beliefs, or personal preferences of a researcher that unintentionally influence their findings.

a. Observer bias
b. Observer belief
c. Observer ideas
d. Observer values

A

a. Observer bias

69
Q

Study of a single subject, such as an induvidual or family.

a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study

A

d. Case study

70
Q

In-depth study of a culture, which uses a combination of methods including perticipant observation.

a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study

A

c. Ethnographic study

71
Q

Research design intended to discover whether a statistical relationship between variables exist.

a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study

A

b. Correlational study

72
Q

Rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other.

a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study

A

a. Experiment

73
Q

Research method in which the observer lives with the people or participates in the activity being observed.

a. Experimental group
b. Participant observation
c. Observer bias
d. Control group

A

b. Participant observation

74
Q

In an experiment, the group receiving the treatment under study.

a. Experimental group
b. Participant observation
c. Observer bias
d. Control group

A

a. Experimental group

75
Q

In an experiment, a group of people, similar to those in the experimental group, who do not receive the treatment under study.

a. Experimental group
b. Participant observation
c. Observer bias
d. Control group

A

d. Control group

76
Q

In an experiment, the condition over which the experimenter has direct control.

a. Random assignment
b. Dependent variable
c. Operational definition
d. Independent variable

A

d. Independent variable

77
Q

In an experiment, the condition that may or may not change as a result of changes in the independent variable.

a. Random assignment
b. Dependent variable
c. Operational definition
d. Independent variable

A

b. Dependent variable

78
Q

Definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon.

a. Random assignment
b. Dependent variable
c. Operational definition
d. Independent variable

A

c. Operational definition

79
Q

Assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group.

a. Random assignment
b. Dependent variable
c. Operational definition
d. Independent variable

A

a. Random assignment

80
Q

Study designed to assess age-related differences, in which people of different ages are assessed on one occasion.

a. Longitudinal study
b. Correlational study
c. Cross-sectional study
d. Sequential study

A

c. Cross-sectional study

81
Q

Study designed to assess age changes in a sample over time.

a. Longitudinal study
b. Correlational study
c. Cross-sectional study
d. Sequential study

A

a. Longitudinal study

82
Q

Study designed that combines cross-sectional and longitudinal techniques.

a. Longitudinal study
b. Correlational study
c. Cross-sectional study
d. Sequential study

A

d. Sequential study

Developmental Psychology (12 decks)

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