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Social Science 11A > Developing the Whole Person > Flashcards

Developing the Whole Person Flashcards

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1
Q

Refers to the pattern of change in human capabilities that begins at conception and continues throughout the lifespan.

A

Development

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2
Q

Development involves _____ but also consists of _____.

A

Growth, decline

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3
Q

Intrigued by its universal characteristics and by its individual variations

A

Researchers > development

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4
Q

The product of several processes

A

Pattern of development

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5
Q

The scientific study of how people change and stay the same

A

Human development

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6
Q

Two forms of change:

A

Quantitative, qualitative

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7
Q

Change in the number of amount of something (height, weight, age)

A

Quanti

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8
Q

Change is in kind, structure, or organization which is marked by emergence of a new phenomenon that could not have been predicted from earlier functioning (intelligence, change in attitude, cognition, speech)

A

Quali

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9
Q

Changes in an individual’s biological nature = Maturation

A

Physical processes (e.g. hormonal changes, brain changes, height, weight, and motor skills = developmental role of biological processes)

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10
Q

Changes in an individual’s thought, intelligence, and language

A

Cognitive processes

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11
Q

Changes in an individual’s relationships with others, changes in emotions, changes in personality

A

Socio-economic processes

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12
Q

Processes that are intricately interwoven

A

Physical, cognitive, and socio-economic

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13
Q

Shape cognitive processes

A

Socio-economic process

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14
Q

Promote or restrict socio-economic processes

A

Cognitive processes

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15
Q

Influence cognitive processes

A

Physical processes

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16
Q

Integrated human being = body, mind, and emotion are _____

A

Interdependent

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17
Q

8 stages of human development:

A

Prenatal stage, infancy (0-2 yo), early childhood (3-6 yo), middle childhood (7-12 yo), adolescence (13-19 yo), young adulthood (20-35 yo), middle adulthood (36-49), late adulthood/old age (50 onwards)

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18
Q

Factors that facilitate the existence of wide individual differences

A

Critical period, internal and external influences

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19
Q

The specific time during development when a given event has its greatest impact

A

Critical period

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20
Q

Hereditary and environmental influences

A

Internal and external influences

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21
Q

Interaction among them that influences development

A

Maturation and experience

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22
Q

Also known as phylogenetic function; biologically based changes that follow an orderly sequence; functions common to the human race

A

Maturation

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23
Q

Also known as ontogenetic function; a relatively change in behavior brought about by experience

A

Learning

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24
Q

Describes the pattern of behaviors in development

A

Definite and predictable

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25
Q

Beginning from the head, down to the feet

A

Cephalocaudal

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26
Q

Center/core of the body and then slowly makes its way outwards to the edges of the body

A

Proximodistal

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27
Q

Areas of development:

A

Psychosexual, psychosocial, cognitive, moral reasoning, psychospirituality

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28
Q

Aids development (physical, social, intellectual emotional)

A

Stimulation

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29
Q

When one adapts easily to environmental demands; good adjustment

A

Equilibrium

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30
Q

When one experiences difficulies in adaptation; poor adjustment

A

Disequilibrium

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31
Q

Each stage of development has _____.

A

Hazards

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32
Q

The nature and nurture in development:

A

Genetic and environmental influences, behavior genetics

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33
Q

Individuals differ from one another by only about _____ of their genes.

A

1 to 1.5%

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34
Q

Four fundamental relations:

A

Parents’ genotype, child’s genotype, child’s environment, child’s phenotype

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35
Q

Each cell of our body contains ___ pairs of chromosomes.

A

23

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36
Q

Determine an individual’s sex

A

Sex chromosomes

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37
Q

Female sex chromosomes

A

two X chromosomes in the 23rd pair

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38
Q

Male sex chromosomes

A

XY chromosomes

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39
Q

Two or more different forms of about a third of human genes

A

Alleles

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40
Q

Form of the gene that is expressed if present

A

Dominant allele

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41
Q

Is not expressed if a dominant allele is present

A

Recessive allele

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42
Q

A person who inherits two of the same alleles for a trait

A

Homozygous

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43
Q

Inherits two different alleles

A

Heterozygous

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44
Q

A highly salient and important part of a child’s environment

A

Parents’ relationship with the child

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45
Q

Believe that most traits of interest are multifactorial; affected by many environmental f actors as well as by many genes

A

Behavior genetics

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46
Q

Occurs when a single sperm cell from the male penetrates the female’s

A

Conception

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47
Q

Ovum (egg) =

A

Fertilization

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48
Q

Fertilized egg

A

Zygote

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49
Q

Period of prenatal development classified my conception, forms 46 chromosomes; weeks 1 and 2

A

Germinal period

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50
Q

Week 3-8, cell differentiation intensifies

A

Embryonic period

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51
Q

Months 2 to 9; life can be sustained outside the womb

A

Fetal period

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52
Q

Capacities of the newborn

A

Sense of hearing, vision, taste and smell,

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53
Q

Believed infants are born into “one great blooming buzzing confusion”

A

William James

54
Q

Said babies are “remorselessly pleasure seeking”

A

Sigmund Freud

55
Q

Posited that babies progress from simple reflexes to more complex though in their first two years

A

Jean Piaget

56
Q

Showed that infants as young as 3 months recognize that the world functions by predictable rules

A

Elizabeth Spelke

57
Q

The earliest emotions infants display

A

Empathy

58
Q

A skill that first appears at 10 months, an important marker of a baby’s emotional and social growth

A

Gaze following

59
Q

The result of many converging factors: development of the nervous system, body’s physical properties, and its movement possibilities

A

New behavior

60
Q

Within the relatively short time of approximately ___ years, most children progress from uttering simple sounds to using the words of their language.

A

2 (“communicative competence”)

61
Q

A span of time when the individual is ready to learn

A

Critical period

62
Q

Said that critical period between about 18 months of age and puberty during which a first language must be acquired

A

Eric Lenneberg

63
Q

Mental processes by which knowledge is acquired

A

Cognition

64
Q

Refers to the changes that occur in children’s mental skills and abilities over time.

A

Cognitive development

65
Q

Worked on the theory of cognitive development or genetic epistemology

A

Piaget

66
Q

A central idea that is essential for cognitive development

A

Interaction with one’s physical and social environment

67
Q

The exploration and experimentation results from their environment are used by the developing child to build or construct _____.

A

Schemas

68
Q

Involves building schemas through direct interaction with the environment

A

Adaptation

69
Q

A process that takes place internally apart from direct contact with the environment

A

Organization

70
Q

We use our current schemes to interpret the external world.

A

Assimilation

71
Q

We create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely.

A

Accommodation

72
Q

Implying a steady, comfortable condition

A

Equilibrium

73
Q

Cognitive discomfort; new information does not match their current schemas, so they shift away from assimilation toward accommodation.

A

Disequilibrium

74
Q

Describes the nature of cognitive development

A

Stage-like

75
Q

Number of universal stages of cognitive development

A

Four

76
Q

This stage involves the use of motor activity without the use of symbols; limited knowledge; based on physical interactions and experiences.

A

Sensorimotor stage

77
Q

The understanding that the object continues to exist when out of sight

A

Object permanence

78
Q

The memory is developing at object permanence which occurs at _____ months.

A

7-9

79
Q

During this stage, children begin to use language and memory, and imagination also develop.

A

Preoperational stage

80
Q

Describes that intelligence is egocentric and intuitive, not logical

A

Transductive reasoning

81
Q

The infant has difficulty taking the viewpoints of others.

A

Egocentric

82
Q

An experiment - children possess egocentrism characteristics of thought during the preoperational stage

A

Mountain task experiment

83
Q

Intellectual development through the use of logical system and systematic manipulations of symbols, related to concrete objects

A

Concrete operational stage

84
Q

A major turning point in the child’s cognitive development; beginning of logical or oprational thought

A

Concrete stage

85
Q

The understanding that something stays the same in quantity

A

Conservation

86
Q

Adolescents and adults use symbols related to abstract concepts; multiple variables in systematic ways, formulate hypotheses, think about relationships and concepts

A

Adolescents

87
Q

Age when the formal operational stage begins and lasts into adulthood

A

Age 11

88
Q

Psychological (emotional) and social (relationships)

A

Psychosocial

89
Q

Refers to the changes that occur in children’s personal identity and emotional process over time

A

Psychosocial development

90
Q

Erikson’s birth and death dates

A

June 15, 1902- May 12, 1994

91
Q

Based on eight stages of development; development through life is a series of stages which are each defined by a crisis or challenge

A

Psychosocial development theory

92
Q

Eight stages of the psychosocial development theory:

A

Infancy, toddler, pre-schooler, grade schooler, adolescent, young adult, middle adult, old age

93
Q

Birth to 1 year; important event is feeding; loving, trusting relationship with the mother/caregiver through feeding, teething, and comforting; about fulfilling needs

A

Stage 1 Trust vs. Mistrust

94
Q

Results from failure resolving trust vs. mistrust

A

Sensory distortion and withdrawal

95
Q

1 to 3 yo; toilet training; relationship with the parents; mastering of physical skills

A

Stage 2 Autonomy vs. Shame/Doubt

96
Q

Means being your own boss

A

Autonomy

97
Q

Result when Stage 2 is not handled well

A

Shame, doubt, impulsivity, compulsion

98
Q

3 to 6 yo (preschool); important event is independence; family relationship; more assertive in exploration

A

Stage 3 Initiative vs. Guilt

99
Q

Result from failure to resolve initiative vs. guilt stage

A

Ruthlessness and inhibition

100
Q

6 to 12 yo (school age); important event is school; relationships are teachers, friends, and neighborhood; deal with new skills and develop a sense of achievement and accomplishment

A

Stage 4 Industry vs. Inferiority

101
Q

Where most children begin formal education

A

Stage 4 Industry vs. Inferiority

102
Q

Failure to resolve industry vs. inferiority resolves to these

A

Sense of inferiority, failure, and incompetence

103
Q

12 to 20 yo (adolescent); development of peer relationships as the important event; relationships with peers, groups, and social influences; must achieve a sense of identity in occupation, sex roles, politics, and religion

A

Stage 5 Identity vs. Role Confusion

104
Q

A teenager’s main social need according to Erikson

A

Discover his or her social identity

105
Q

Failure to resolve stage 5 can lead to

A

Repression of aspects of the individual for the sake of others (fanaticism)

106
Q

20 to 40 yo; parenting; develop intimate relationships

A

Stage 6 Intimacy vs. Isolation

107
Q

Failure of the intimacy vs. isolation stage leads to

A

Promiscuity, exclusivity, and isolation

108
Q

40 to 65 yo; parenting; children and the community; adults to find way to satisfy, support, and contribute to the next generation

A

Stage 7 Generativity vs. Stagnation

109
Q

Failure to resolve the generativity vs. stagnation stage can lead to

A

Overextension or rejectivity

110
Q

65 yo to death; reflection on and acceptance of the individual’s life as the important event; creating meaning and purpose of one’s life and reflecting on life achievements

A

Stage 8 Integrity vs. Despair

111
Q

Failure to accomplish stage 8 integrity vs. despair can lead to

A

Disdain and despair

112
Q

Principles/standards of right or wrong actions

A

Moral

113
Q

Importance of how children develop their sense of right and wrong over time

A

Moral development

114
Q

Performed cross-cultural studies of moral development in Israel and Belize

A

Kohlberg

115
Q

Characterized by their interest in others

A

Infants

116
Q

Cooperation and negotiation begin to develop

A

Early childhood

117
Q

Understand fairness, capacity to feel guilt, and shame; pro-social

A

Middle childhood

118
Q

More advanced reasoning; personal needs and self-interests

A

Adolescence

119
Q

Holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages

A

Kohlberg’s theory

120
Q

The process of moral development principally concerned with _____

A

Justice

121
Q

Three levels of the Kohlberg’s stage theory

A

Preconventional, conventional, and post-conventional

122
Q

Child’s level; judged morality of an action by its direct consequences; self in an egocentric manner; not yet adopted or internalized society’s conventions

A

Level 1 (Pre-Conventional)

123
Q

Strict set of rules must always be followed; ideas of punishment and permission; follow the norms of society to avoid punishment

A

Stage 1 Punishment avoidance and obedience orientation

124
Q

Fair exchange policy; punishment weakens; the set of rules blindly followed are subject to change; punishment is only a risk not a certainty

A

Stage 2 Exchange of favors: Self-interest orientation

125
Q

Typical of adolescents and adults; obeys rules and follows society’s norms

A

Level 2 (Conventional)

126
Q

“Good boy/nice girl” orientation; live up to the expectations of community; dependent on public approval

A

Stage 3 Good boy/nice girl: Interpersonal accord and conformity (Social norms)

127
Q

Emphasis on obeying laws, respecting authority, and performing one’s duties; perspective changes to society as a whole

A

Stage 4. Law and order: Authority and social-order maintaining orientation

128
Q

Individuals are separate entities from society; live by their own abstract principles.

A

Level 3 (Post-Conventional)

129
Q

Community respect, respecting social order, and respect for legally/determined laws; basic human rights including life and liberty

A

Stage 5 Social contract orientation

130
Q

Universal principles of justice; unbiased and impartial eyes

A

Stage 6 Universal ethical principles 9Principled conscience)

Social Science 11A (9 decks)

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