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Chptr1:Theory Flashcards

1
Q

Cognitive neuroscience approach

A

Approaches that examine cognitive development through the lens of brain processes

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2
Q

Humanistic perspective

A

Theory contending that people have a natural capacity to make decisions about their lives and control their behavior

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3
Q

Contextual perspective

A

Theory that considers the relationship between individuals and their physical, cognitive, personality, and social worlds

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4
Q

2 major theories of contextual perspective

A

Bronfenbrenner’s bioecological approach. 2. Vygotaky’s sociocultural theory

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5
Q

Bioecological approach

A

The perspective suggests that different levels of the environment simultaneously influence individuals

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6
Q

7 levels of Bronfenbrenner’s Bioecological Model of Human Development

A

1 individual. 2 techno-subsystem. 3 Microsystem. 4 mesosystem. 5. Ecosystem 6 macrosystem 7 chronosystem

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7
Q

Bioecological-individual

A

Age sex health etc

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8
Q

Bioecological-techno-subsystem

A

Media influences…computer internet portable devices social media tv phone

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9
Q

Bioecological-Microsystems

A

Direct interaction in activities, roles, and relations with others and objects

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10
Q

Bioecological-mesosystem

A

Connections between systems and Microsystems

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11
Q

Bioecological-ecosystem

A

Systems that influence the individual indirectly through Microsystem

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12
Q

Bioecological-macrosystem

A

Social ideologies and values of cultures and subculture

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13
Q

Bioecological-chronosystem

A

Passage of time historical events and gradual historical changes

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14
Q

Vygotsky’s sociocultural theory

A

Emphasizes how cognitive development proceeds as a result of social interactions between members of a culture

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15
Q

Evolutionary Perspective

A

The theory that seeks to identify behavior that is the result of our genetic inheritance from our ancestors

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16
Q

Charles Darwin and Konrad Lorenz

A

Evolutionary perspective

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17
Q

Six major perspectives in lifespan development

A
  1. Psychodynamic
  2. Behavioral
  3. Cognitive
  4. Humanistic
  5. Contextual
  6. Evolutionary
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18
Q

Key idea-Psychodynamic-Freud & Erikson

A

Behavior throughout life is motivated by inner, unconscious forces, stemming from childhood, over which we have little control

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19
Q

Key idea-Behavioral-Watson, Skinner, Bandura

A

Development can be understood through studying observable behavior and environmental stimuli

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20
Q

Key idea-Cognitive-Piaget

A

Emphasis on how changes or growth in the ways people know, understand, and think about the world affect behavior

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21
Q

Key idea-Humanistic-Rogers & Maslow

A

Behavior is chosen through free will and motivated by our natural capacity to strive to reach our full potential

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22
Q

Key idea-Contextual-Bronfenbrenner’s & Vygotsky

A

Development should be viewed in terms of the interrelationship of a person’s physical, cognitive, personality, and social worlds

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23
Q

Key idea-Evolutionary-Darwin & Lorenz

A

Behavior is the result of genetic inheritance from our ancestors; traits and behavior that are adaptive for promoting the survival of our species have been inherited through natural selection

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24
Q

Scientific method

A

The process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection of data

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25
Theories
The broad explanations and predictions about phenomena of interest that scientists create
26
Hypothesis
A prediction stated in a way that permits it to be tested
27
Two major categories of research
Correlational & experimental
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Correlational research
Seeks to identify whether an association or relationship between two factors exists
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Experimental research
Research designed to discover causal relationships between various factors
30
Correlation coefficient
The strength and direction of a relationship between two factors, mathematical score
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Types of Correlational studies
Naturalistic observation Case study Survey research Psychophysiological methods
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Psychophysiological methods
Research that focuses on the relationship between physiological processes and behavior - cognitive neuroscience approach
33
Psychophysiological measures
EEG- electroencephalogram CAT- computerized axial tomography fMRI-Functional magnetic resonance imaging
34
Research-independent variable
The variable that researchers manipulate in a experiment
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Research-dependent variable
The variable that researchers measure in an experiment and expect to change as a result of the experimental manipulation
36
Theoretical research
Research designed specifically to test some developmental explanation and expand scientific knowledge
37
Applied research
Research meant to provide practical solutions to immediate problems
38
Developmental change over time measures
Longitudinal research Cross-sectional research Sequential research
39
Longitudinal research
Research in which the behavior of one or more participants in a study is measured as they age.
40
Cross-sectional research
Research in which people of different ages are compared at the same point in time.
41
Sequential studies
Research in which researchers examine a number of different age groups over several points in time.
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PRO/CON-Longitudinal
Pro: high confidence that differences over time are really due to age Con: takes a long time to see results
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PRO/CON-Cross-sectional
Pro: requires less time to collect data Con: differences between age groups may be due to some other differences between the cohorts other than age
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PRO/CON-Sequential
Pro: combines advantages of the other designs but to a lesser degree.
45
Lifespan development
The field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire life span
46
Physical development
Development involving the body’s physical makeup, including the brain, nervous system, muscles, and senses, and the need for food, drink, and sleep.
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Cognitive development
Development involving the ways that growth and change in intellectual capabilities influence a person’s behavior vs
48
Personality development
Development involving the ways that the enduring characteristics that differentiate one person from another change over the life span.
49
Social development
The way in which individual’s interactions with others and their social relationships grow, change, and remain stable over the course of life.
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Cohort
A group of people born at around the same time in the same place.
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Continuous change
Gradual development in which achievements at one level build on those of the previous levels.
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Discontinuous change
Development that occurs in distinct steps or stages, with each stage bringing about behavior that is assumed to be qualitatively different from behavior at earlier stages.
53
Critical period
A specific time during development when a particular event has its greatest consequences and the presence of certain kinds of environmental stimuli is necessary for development to proceed normally.
54
Sensitive period
A point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences.
55
Maturation
The predetermined unfolding of genetic information.
56
Psychodynamic perspective
The approach stating that behavior is motivated by inner forces, memories, and conflicts that are generally beyond people’s awareness and control.
57
Psychoanalytic theory
The theory proposed by signing Freud that suggests that unconscious forces act to determine personality and behavior.
58
Psychosexual development
According to Freud, a series of stages that children pass through in which pleasure, or gratification, focuses on a particular biological function and body part.
59
Psychosocial development
The approach that encompasses changes in our interactions with and understanding of one another, as well as in our knowledge and understanding of ourselves as members of society.
60
Behavioral perspective
The approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment.
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Classical conditioning
A type of learning in which an organism responds in a particular way to a neutral stimulus that normally doesn’t bring about that type of response.
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Operant conditioning
A form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences.
63
Behavior modification
A formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones.
64
Social-cognitive learning theory
Learning by observing the behavior of another person, called a model.
65
Cognitive perspective
The approach that focuses on the processes that allow people to know, understand, and think about the world.
66
Information processing approaches
Models that seek to identify the ways individuals take in, use, and store information.
67
Naturalistic observation
A type of Correlational study in which some naturally occurring behavior is observed without intervention in the situation.
68
Case study
Study that involves extensive, in-depth interviews with a particular individual or small group of individuals.
69
Survey research
A type of study where a group of people chosen to represent some larger population are asked questions about their attitudes, behavior, or thinking on a given topic.
70
Psychophysiological methods
Research that focuses on the relationship between physiological processes and behavior.
71
Experiment
A process in which an investigator, called an experimenter, devises two different experiences for participants and then studies and compares the outcomes
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Sample
The group of participants chosen for the experiment.
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Laboratory study
A research investigation conducted in a controlled setting explicitly designed to hold events constant.
74
Theoretical research
Research designed specifically to test some developmental explanation and expand scientific knowledge.
75
Field study
A research investigation carried out in a naturally occurring setting.

Lifespan (3 decks)

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