Dev. Psych. Flashcards
1
Q
Focuses on scientific study of the systematic processes of change and stability in people.
A
Human Development
2
Q
Any alteration or modification in an individual’s behavior, thoughts, emotions, or social interactions; result of various factors, including experience, learning, or intervention.
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Change
3
Q
Physical increase in size, height, weight, and body proportions.
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Growth
4
Q
Natural biological process of development that unfolds over time, leading to qualitative changes in an individual’s abilities, skills, and functioning; influenced by genetic and biological factors.
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Maturation
5
Q
Encompasses growth, maturation, and change.
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Development
6
Q
Process by which parents pass down genetic information to their offspring.
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Heredity
7
Q
This interaction between ____ and ____ helps shape an individual’s physical, cognitive, emotional, and social characteristics throughout their lifespan.
A
Nature (Genetics)
Nurture (Environment)
8
Q
Enumerate the 4 stages of development.
A
Psychosocial
Psychosexual
Moral
Cognitive
9
Q
Refers to which a child grows up plays a significant role in their development. This includes conditions such as the quality of nutrition, exposure to toxins, and access to healthcare.
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Physical Environment
10
Q
Includes various factors such as family, peers, school, culture, and society. These elements play a crucial role in shaping an individual’s cognitive, emotional, and social development.
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Social Environment
11
Q
The first social environment a child encounters.
A
Family
12
Q
Cultural norms, values, and socioeconomic status can shape an individual’s beliefs, attitudes, and opportunities.
A
Cultural and Socioeconomic Environment
13
Q
Branch of psychology that focuses on the study of how individuals grow, change, and develop over the course of their lives.
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Developmental Psychology
14
Q
A relatively permanent change in behavior (or behavioral potential) that results from one’s experiences or practice.
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Learning
15
Q
Bodily changes and sequencing of motor skill.
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Physical Growth
16
Q
Perception, language, learning, and thinking.
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Cognitive
17
Q
Emotions, personality, and relationship.
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Psychosocial
18
Q
Given to participants as they should be fully aware of the nature and purpose of the study, and their participation should be voluntary.
A
Informed Consent
19
Q
The ethical principle that refers to researchers has a moral responsibility to protect research participants from physical or mental harm.
A
Protection from Harm
20
Q
The ethical principle that refers to the privacy of participants must be respected.
A
Confidentiality
21
Q
In order to use this in a study, it must be justified, and participants must be debriefed after the study.
A
Deception
22
Q
This is the right of participants that they can do any time without any negative consequences.
A
Right to Withdraw
23
Q
An act where researchers explain the purpose of the research and answer any questions.
A
Debriefing
24
Q
Pleasure principle
A
Id
25
Reality principle
Ego
26
Moral principle
Superego
27
What are the five stages of Freud's psychosexual theory?
Oral stage
Anal stage
Phallic stage
Latency stage
Genital stage
28
This refers to Freud's psychosexual stage, which starts from birth to 1 year old, where mouth is the primary focus of pleasure and interaction.
Oral stage
29
This refers to Freud's Psychosexual stage, which starts from 1 to 3 years old, where the focus shift is the control of bowel movements.
Anal stage
30
This refers to Freud's Psychosexual stage, which starts from 3 to 6 years old, where children become aware of their bodies and differences between males and females; Oedipus complex is the main conflict.
Phallic stage
31
Child's feeling of desire for the opposite-sex parent and rivalry with the same-sex parent.
Oedipus Complex
32
This refers to Freud's Psychosexual stage, which starts from 6 years old to puberty, where sexual impulses become repressed or dormant; where children generally engage in non-sexual activities, like learning skills.
Latency stage
33
This refers to Freud's Psychosexual stage that takes place in puberty and onwards, where the focus of pleasure shifts to someone outside the family; being adolescent; engaging in emotional attachment with opposite sex.
Genital stage
34
What will occur if certain issues are not resolved at the appropriate stage?
Fixation
35
This refers to a persistent focus on an earlier psychosexual stage;
If the conflict is not resolved, the individual will remain stuck in that particular stage.
Fixation
36
This is Erik Erikson's principle suggesting that people grow in a sequence that occurs over time and in the context of a larger community.
Epigenetic Principle
37
Erik Erikson's; Infancy, 0-18 months; Develop when caregivers provide reliability, care, and affection.
Trust vs. Mistrust
38
Erik Erikson's; Early childhood, 2-3 years old; Develop a sense of personal control over physical skills and and a sense of independence.
Autonomous vs. Shame/doubt
39
Erik Erikson's; Pre-school, 3-5 years; Children are asserting control and power over the environment.
Initiative vs. Guilt
40
Erik Erikson's; School Age, 6-11 years old; Children need to cope with new social and academic demands.
Industry vs. Inferiority
41
Erik Erikson's: Adolescence, 12-18 years; Teens need to develop sense of self and personal identify.
Identity vs. Role Confusion
42
Erik Erikson's; Young adulthood, 19-40 years; Young adults need to form intimate, loving relationships with other people.
Intimacy vs. Isolation
43
Erik Erikson's; Middle Adulthood, 40-65 years; Adults need to create or nurture things that will outlast them.
Generativity vs. Stagnation
44
Erik Erikson's; Maturity, 65 to death; Older adults need to look back on life and feel sense of fulfillment.
Ego Integrity vs. Despair
45
Developed the Cognitive Development and suggests that children move through four different stages of learning.
Jean Piaget
46
Pioneer of Psychosocial Theory
Erik Erikson
47
Pioneer of Psychosexual Theory
Sigmund Freud
48
Cognitive development first stage; birth-2 years; infants interact with the environment by manipulating object.
Sensorimotor Stage
49
The main achievement during the sensorimotor stage; knowing that object still exists, even if it is hidden.
Objective Permanence
50
Cognitive development stage where it starts from 2-7 years old; children start to think symbolically and learn to use words and pictures to represent objects; they tend to be egocentric.
Preoperational Stage
51
Cognitive development stage where it starts from 7-11 years old; children begin to think logically about concrete events.
Concrete Operational Stage
52
Cognitive development stage where it starts from 12 years old to up; people develop to think about abstract concepts; logical thought, deductive reasoning, systematic planning.
Formal Operational Stage
53
Suggests that individuals progress through six distinct stages of moral reasoning from infancy to adulthood.
Lawrence Kohlberg
54
The level in Moral Development where it focuses on set of rules imposed by authority that must be followed to avoid punishment or receive rewards.
Pre-conventional Level
55
The stage in Pre-conventional Level in which an individual is good to avoid being punished and if they are punished, they must have done wrong.
Stage 1. Obedience and Punishment Orientation
56
The stage in Pre-conventional Level in which children recognize that there is not just one right view handed down by the authorities.
Individualism and Exchange
57
The level in Moral Development wherein individual abides by standards learned from parents or society.
Conventional Level
58
The stage in Conventional Level wherein the individual is good in order to be seen as being a good person by others; answers relate to approval of others.
Good Interpersonal Relationships
59
The stage in Conventional Level wherein the individual becomes aware of the wider rules of society so judgements concern obeying rules in order to uphold the law and avoid guilt.
Maintaining the Social Order
60
The level in Moral Development in which individual judgement is based on self-chosen principles, and moral reasoning is based on individual rights and justice.
Post-conventional Level
61
The stage in Post-conventional Level wherein the individual becomes aware that while rules/law might exist for the good of greatest number, they are times when they will work against the interest of particular individuals.
Social Contract and Individual Rights
62
The stage in Post-conventional Level wherein people at this stage have developed their own set of moral guidelines which may or may not fit the law.
Univeral Principles
63
Developed the Ecological Model.
Bronfenbrenner
64
Also known as ecological systems theory; posits that an individual's development is influenced by series of interconnected environmental systems.
Ecological Model
65
The system in Ecological Model which is the most immediate and direct influence the individual; family, school, and peers.
Microsystem
66
The system of Ecological Model involving interconnections between the microsystem (relationship between parents and teachers can impact a child's attitude towards school and learning.
Mesosystem
67
The system in Ecological Model including environments that indirectly influence the individual (parent's workplace; directing negative mood from work to children).
Exosystem
68
The system in Ecological Model encompasses the larger societal context, such as cultural values, economic conditions, and political systems.
Macrosystem
69
The system in Ecological Model involving the dimension of time, reflecting the impact of life transitions and environmental events on personality development.
Chronosystem
70
Pionner of Sociocultural Theory
Vygotsky
71
This theory tells that human development is a socially mediated process in which individuals acquire cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society.
Sociocultural Theory
72
What are the two functions of language that Vygotsky proposed?
Inner speech - for mental reasoning
External speech - for conversing with others
73
Developed the Attachment Theory
Mary Ainsworth and Margaret Mahler
74
Three primary attachment styles by Ainsworth:
- Secure Attachment
- Anxious-Ambivalent Attachment
- Avoidant Attachment
75
This attachment style tends to develop trust and confidence in their relationships.
Secure Attachment
76
Having this attachment style may develop a heightened need for reassurance and may struggle with insecurity and anxiety in their relationships. In adult, they may exhibit clinginess and fear of abadonment.
Anxious-Ambivalent Attachment
77
This attachment style leads children to become more self-reliant and less dependent on others. In adulthood, they might have difficulty expressing emotions, and forming close, intimate connections.
Avoidant Attachment
78
Developed by Ainsworth. These models influence how individuals perceive themselves and others, impacting their personality development and interpersonal interactions throughout life.
Internal Working Models
79
Work of Margaret Mahler; emphasizing the significance of early mother-child interactions and the development of object relations.
Object Relations Theory
80
In Mahler's work, during this phase, children gradually separate from their primary caregiver (usually the mother) and form a more independent sense of self.
Separation-Individuation
81
Mahler's work; children who successfully navigate this phase develop a sense of autonomy and self-identity.
Successful Separation-Individuation
82
Mahler's work; children who struggle with this phase may develop personality traits characterized by dependency, difficulty establishing boundaries, and problems with identity formation.
Unsuccesful Separation-Individuation
83
Developed Identity Formation.
James Marcia
84
Often referred to as the "Identity Statuses" theory; outlines the process by which adolescents form their sense of identity.
Identity Formation
85
Adolescents in this status have not yet actively explored various identity options, nor have they made any firm commitments.
Identity Diffusion
86
Adolescents in this status have made commitments to certain identity aspects (e.g., career, values, religion) without engaging in thorough exploration.
Identity Foreclosure
87
Adolescents in this status are actively exploring various identity options and values.
Moratorium
88
Adolescents in this status have successfully explored various options and have made firm commitments based on their own choices and values.
Identity Achivement
89
Focuses on observable behavior.
Behaviorism
90
The key concept in behaviorism, suggests that associations between stimuli and responses influence behavior.
Classical Conditioning
91
It focuses on how consequences (rewards and punishments) influence behavior.
Operant Conditioning
92
It emphasizes the role of observational learning and modeling.
Social Learning Theory
93
It posits that individuals learn by observing others and imitating their behaviors.
Observational Learning
94
It suggests that personality, behavior, and the environment all influence each other in a dynamic and interactive way.
Reciprocal Determinism
95
It refers to an individual's belief in their ability to achieve specific goals or tasks.
Self-Efficacy
96
It shapes behavior and personality through thoughts, beliefs, and expectations.
Cognitive Factors
97
Ten Stages of Human Development:
- Pre-natal
- Infancy (1st 2 weeks)
- Babyhood (2nd week to end of 2nd year)
- Early Childhood (2-6 years old)
- Late Childhood (6-10 years old)
- Puberty/Pubescence
- Adolescence
- Early adulthood (18-40 years old)
- Middle age (40-60 years old)
- Old age/senescence 60 to death
98
Giving too much satisfaction.
Overindulge
99
This could possibly occur in anal stage when parents are too strict and begin toilet training too early, where children become organized and orderly.
Anal-retentive personality
100
This is the fear of a boy from losing his private organ.
Castration Anxiety
101
This is the girls' jealousy with the boys' penis.
Penis envy
102
A research design that seems like a true experiment; it lacks essential elements like manipulation of IV and random assignment.
Quasi-Experimental Design
103
A research design in which the researcher compares the effect of diff. treatment conditions on pre-existing groups of respondents/subjects.
Nonequivalent Groups Design
104
A research design used to assess whether the occurrence of an event alters behavior—comparing before and after scores.
Pretest/Posttest Design
105
A research study wherein a researcher systematically examines the effects of pre-existing subject characteristics by forming groups based on these naturally occurring diff. between subjects.
Ex-Post Facto Study
106
A research design wherein the same group of subjects is followed and measured at diff. points in time; it takes a long time.
Longitudinal Design
107
A research method that establishes cause-and-effect relationships.
Experimental Method
108
A research method that observes a relationship between two variables.
Correlational Method
109
A type of research that explores ideas and formulates hypotheses/theories; descriptive; presents data using words; interpretes.
Qualitative Research
110
A type of research that tests hypotheses; uses math and statistical analysis for data acquired.
Quantitative Research
111
Erik Erikson's 8 stages of development:
- Trust vs. Mistrust
- Autonomous vs. Shame/Doubt
- Initiative vs. Guilt
- Industry vs. Inferiority
- Identity vs. Role Confusion
- Intimacy vs. Isolation
- Generativity vs. Stagnation
- Ego Integrity vs. Despair
112
4 stages of Cognitive Development by Jean Piaget:
- Sensorimotor Stage
- Preoperational Stage
- Concrete Operational Stage
- Formal Operational Stage
113
3 levels of Moral Development by Kohlberg:
- Pre-conventional Level
- Conventional Level
- Post-conventional Level
114
2 stages of Pre-Conventional Level (Moral Development)
1. Obedience and Punishment Orientation
2. Individualism and Exchange
115
2 stages of Conventional Level (Moral Development)
1. Good Interpersonal Relationships
2. Maintaning the Social Order
116
2 stages of Post-Conventional Level (Moral Development)
1. Social Contract and Individual Rights
2. Universal Principles
117
5 Ecological Models of Bronfenbrenner:
1. Microsystem
2. Mesosytem
3. Exosystem
4. Macrosystem
5. Chronosystem
118
3 Attachment Styles by Mary Ainsworth:
1. Secure Attachment
2. Anxious-Ambivalent Attachment
3. Avoidant Attachment
119
2 types of Mahler's Separation-Individuation:
1. Successful Separation-Individuation
2. Unsuccessful Separation-Individuation
120
Types of Identity Formation by James Marcia:
- Identify Diffusion
- Identity Foreclosure
- Moratorium
- Identity Achievement
