Chapter 2: Theory and Research Flashcards
Coherent set of logically related concepts that seeks to organize, explain, and predict data.
a. Theory
b. Hypotheses
c. Research
d. Mechanistic model
a. Theory
Possible explanations for phenomena, used to predict the outcome of research.
a. Theory
b. Hypotheses
c. Research
d. Mechanistic model
b. Hypotheses
Model that views human development as a series of predictable responses to stimuli.
a. Theory
b. Hypotheses
c. Research
d. Mechanistic model
d. Mechnistic model
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
c. Organismic model
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
b. Quantitative change
Discontinuous change in kind, structure, or organization.
a. Psychoanaltic perspective
b. Quantitative change
c. Qualitative change
d. Psychosexual development
c. Qualitative change
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. Psychoanalytic perspective
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
d. Psychosexual development
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. Freud’s psychosexual theory
g. Erikson’s psychosocial theory
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
f. Behaviorism, or traditional learning theory (Pavlov, Skinner, Watson)
h. Social learning theory
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
b. Piaget’s cognitive-stage theory
e. Information-processing theory
i. Vygotsky’s sociocultural theory
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
d. Bronfenbrenner’s bioecological theory
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
c. Bowlby’s attachent theory
Puberty through adulthood on psychosexual stages.
a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage
e. Genital stage
12-18 months to 3 years on psychosexual stages.
a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage
b. Anal stage
Birth to 12-18 months on psychosexual stages.
a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage
a. Oral stage
6 years to puberty on psychosexual stages.
a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage
d. Latency stage
3 to 6 years on psychosexual stages.
a. Oral stage
b. Anal stage
c. Phallic stage
d. Latency stage
e. Genital stage
c. Phallic stage
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
d. Industry versus inferiority
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
b. Autonomy versus shame and doubt
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
c. Initiative versus guilt
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
e. Identity verus identity confusion
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. Basic trust versus mistrust
7 years to 11 years on cognitive stages.
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations
c. Concrete operations
11 years through adulthood on cognitive stages.
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations
d. Formal operations
Birth to 2 years on cognitive stages.
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations
a. Sensorimotor stage
2 years to 7 years on cognitive stages.
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operations
d. Formal operations
b. Preoperational stage
(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. Psychosocial development
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
d. Learning perspective
Learning theory that emphasizes the predictable role of environment in causing observable behavior.
a. Psychosocial development
b. Behaviorism
c. Cognitive development
d. Learning perspective
b. Behaviorism
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. Classical conditioning
The process by which a behavior is weakened, decreasing the likelihood of repetition.
a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment
d. Punishment
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
c. Reinforcement
(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
b. Operant conditioning
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
d. Social learning theory
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. Cognitive-stage theory
Learning through watching the behavior of others.
a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determinism
d. Social learning theory
b. Observational learning
Bandura’s term for bidirectional forces that affect development.
a. Cognitive-stage theory
b. Observational learning
c. Reciprocal determination
d. Social learning theory
c. Reciprocal determination
Sense of one’s capability to master challenges and achieve goals.
a. Cognitive perspective
b. Organization
c. Schemes
d. Self-eficacy
d. Self-eficacy
View that thought processes are central to develop.
a. Cognitive perspective
b. Organization
c. Schemes
d. Self-eficacy
a. Cognitive perspective
(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
c. Organization
Piaget’s teem for organized patterns of thought and behavior used in particular situations.
a. Organization
b. Schemes
c. Adaptation
d. Accommodation
b. Schemes
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
b. Adaptation
Piagey’s term for incorporation of new information into an existing cognitive structure.
a. Schemes
b. Adaptation
c. Assimilation
d. Accommodation
c. Assimilation
Piaget’s term for changes in a cognitive structure to include new information.
a. Schemes
b. Adaptation
c. Assimilation
d. Accommodation
d. Accommodation
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. Equilibration
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. Sociocultural theory
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
c. Zone of proximal development (ZPD)
Temporary support to help a child master a task.
a. Scaffolding
b. Perspective
c. Zone of proximal development (ZPD)
d. Self-eficacy
a. Scaffolding
(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
b. Information-processing approach
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
d. Contextual perspective
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
c. Bioecological theory
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
b. Evolutionary/sociobiological perspective
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. Ethology
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
c. Evolutionary psychology
Research that deals with objectively measurable data.
a. Qualitative research
b. Scientific method
c. Evolutionary psychology
d. Quantitative research
d. Quantitative research
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
b. Scientific method
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. Qualitative research
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. Population
Group participants chosen to represent the entire population under study.
a. Population
b. Sample
c. Random selection
d. Random sample
b. Sample
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
c. Random selection
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
d. Random sample
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
b. WEIRD
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
d. Naturalistic observation
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. Laboratory observation
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
c. Self-report: diary, visual, reports, interview, or questionnaire
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
b. Behavioral and performance measures
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. Observer bias
Study of a single subject, such as an induvidual or family.
a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study
d. Case study
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
c. Ethnographic study
Research design intended to discover whether a statistical relationship between variables exist.
a. Experiment
b. Correlational study
c. Ethnographic study
d. Case study
b. Correlational study
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. Experiment
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
b. Participant observation
In an experiment, the group receiving the treatment under study.
a. Experimental group
b. Participant observation
c. Observer bias
d. Control group
a. Experimental group
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
d. Control group
In an experiment, the condition over which the experimenter has direct control.
a. Random assignment
b. Dependent variable
c. Operational definition
d. Independent variable
d. Independent variable
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
b. Dependent variable
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
c. Operational definition
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. Random assignment
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
c. Cross-sectional study
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. Longitudinal study
Study designed that combines cross-sectional and longitudinal techniques.
a. Longitudinal study
b. Correlational study
c. Cross-sectional study
d. Sequential study
d. Sequential study
