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AB PSYCHOLOGY > DEVELOPMENTAL PSYCHOLOGY (CHAP 1) > Flashcards

DEVELOPMENTAL PSYCHOLOGY (CHAP 1) Flashcards

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1
Q

Field of study that examines patterns of growth, change, and stability
in behavior that occurs throughout the entire lifespan.

A

LIFESPAN DEVELOPMENT

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2
Q

Development involving the body’s physical makeup, including the brain,
nervous system, muscles, and senses, and the need for food, drink, and sleep.
Ex: effect of malnutrition on growth

A

Physical development

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3
Q

Development involving the ways that growth and change in intellectual
capabilities influence a person’s behavior; Examines learning, memory, problem-solving skills, and intelligence.
Ex: Examine how problem-solving skills change over the course of life

A

Cognitive development

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4
Q

Development involving the ways that the enduring characteristics that
differentiate one person from another change over the life span.

A

Personality development

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5
Q

the way in which individuals’ interactions with others and their social
relationships grow, change, and remain stable over the course of life.

Ex: a specialist in social development might examine the effects of racism or poverty or divorce on
development. Violence in the home affecting the children’s development.

A

Social development

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6
Q

These broad periods-which are largely accepted by lifespan developmentalists.

Is a shared notion of reality, one that is widely accepted but is a function of society and culture at a given time.

A

social construction

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7
Q

Timing of events in people’s lives.
In part, this is a biological fact of life:
“People mature at different rates and reach developmental milestones at different points.”

A

individual differences

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8
Q

Provide an example of history-graded influences, which are biological and environmental influences associated with a particular historical moment.

Ex: People who lived in New York during the 9/11 terrorist attack Filipinos who lived in Marawi during the siege.

A

Cohort Effects

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9
Q

biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised.
Ex: puberty and menopause, entry into formal education

A

Age-graded influences

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10
Q

the social and cultural factors present at a particular individual, depending on such variables as ethnicity, social class and subcultural membership.
Ex: children who are white & affluent than for children who are members of a minority group and living
in poverty

A

Sociocultural-graded influences

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11
Q

– specific, atypical events that occur in a particular person’s life at a time
when such events do not happen to most people.
Ex: children whose parents died in an automobile accident when she was 6 yrs old

A

Non-normative life events

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12
Q

gradual development in which achievements at one level build on those of
previous levels.
Ex: changes in height prior to adulthood

A

Continuous Change

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13
Q
  • 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.
    Ex. Cognitive development
A

Discontinuous Change

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14
Q
  • 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.
    Ex: A pregnant woman who has measles in the 11th week of pregnancy may have devastating consequences on the child
A

Critical Period

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15
Q

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.

Ex: Rather than suffering permanent damage from a lack of certain kinds of early social experiences, there is increasing evidence that people can use later experiences to their benefit

A

Sensitive Period

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16
Q

refers to traits, abilities, and capacities that are inherited from one’s parents. It
encompasses any factor that is produced by the predetermined unfolding genetic information – a
process known as Maturation

A

Nature

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17
Q

refers to the environmental influences that shape behavior.

A

Nurture

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18
Q

explanations and predictions concerning phenomena of interest, providing a framework for
understanding the relationships among an organized set of facts or principles.

A

Theory

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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19
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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20
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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21
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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21
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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22
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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23
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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23
Q

FOCUSING ON THE INNER PERSON
Advocates of the psychodynamic perspective believe that much of behavior is motivated by inner
forces, memories, and conflicts of which a person has little awareness or control.

A

PSYCHODYNAMIC PERSPECTIVE

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24
Q

The inner forces, which mays term from one’s childhood, continually influence behavior
throughout lifespan.

A

Psychoanalytic Theory of Freud

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25
Q

a series of stages that children pass through in which pleasure, or gratification, is focused on a particular biological function and body part.

A

psychosexual development

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26
Q

Psychoanalytic Theory of Freud

What develops : Focus on _____________, _____________act to determine personality and
behavior

A

inner person, unconscious forces

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27
Q

Psychoanalytic Theory of Freud

How development proceeds: Behavior motivated by inner forces, ____________ and _____________

A

memories, conflicts

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28
Q

Personality has three aspects

A

id, ego, and superego

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29
Q

Psychosexual development involves series of stages

A

oral, anal, phallic, genital

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30
Q

encompasses changes in our interactions with and understandings of one another as well as in our knowledge and understanding of us as members of society

A

Erikson’s Psychosocial Development

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31
Q

Primary focus Psychosocial Development

A

social interaction with others

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32
Q

Development occurs through changes in interactions with and understanding of ________ and in __________ and understanding of _____________

A

others, self knowledge, members of society

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33
Q

Psychosocial development involves_______distinct, fixed, universal stages; Each stage
presents _______to be resolved; growth and change are lifelong

A

eight, crisis/conflict

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34
Q

FOCUSING ON OBSERVABLE BEHAVIOR
the approach suggesting that the keys to understanding development are observable behavior and outside stimuli in the environment.
reflects the view that nurture is more important to development than nurture.

A

BEHAVIORAL PERSPECTIVE

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35
Q

Behavioral theories_______ the notion that people universally pass through a series of stages.
Instead, people are assumed to be affected by the __________ to which they happen to
be exposed.

A

reject , environmental stimuli

36
Q

a type of learning in which an organism responds in a particular way to a neutral stimulus
that normally does not bring about that type of response.

A

Classical conditioning

37
Q

Bell (NS) creates no response for the dog. With the presence of Dog Food (UCS), the dog salivates (UCR)

A

Before Conditioning

38
Q

The bell (N.S.) is repeatedly presented with the food (UCS.).

A

During Conditioning

39
Q

The dog begins to salivate upon hearing the tone (neutral stimulus becomes conditioned stimulus).

A

After Conditioning

40
Q

a form of learning in which a voluntary response is strengthened or weakened by its association with positive or
negative consequences. It differs from classical conditioning in that the response being conditioned is voluntary and purposeful rather than automatic (like salivating)

A

Operant conditioning

41
Q

In Operant conditioning, formulated and championed by psychologist ____________ (1904-
1990), individuals learn to act deliberately on their environments in order to bring about
desired consequences

A

B.F. Skinner

42
Q

 In a sense, people _____________ on their environment to bring about a desired state of affairs.

A

operate

43
Q

consequence that occurs after a behavior and increases the chance that the behavior will occur again

A

Reinforcement

44
Q

adding something desirable (e.g., warmth); presentation of pleasant stimulus (e.g., recitation in class – additional 5 pts.)

A

Positive reinforcement

45
Q

ending or taking away something unpleasant (e.g., the cold); removal of unpleasant stimulus (e.g., headache – drink coffee)

A

Negative reinforcement

46
Q

Consequence that occurs after a behavior and decreases the chance that the behavior will occur again; aversive event that decreases the behavior that it follows powerful controller of unwanted behavior

A

Punishment

47
Q

presentation of aversive or unpleasant stimulus after a response
Example: naughty - spank

A

Positive Punishment

48
Q

removing a reinforcing stimulus after a response Example: cheats in class – 65% grade; car accident
- retrieve driver’s license, low grade – no tv

A

Negative Punishment

49
Q

Principles of Operant conditioning are used in __________ , a formal technique for promoting
the frequency of desirable behaviors and decreasing the incidence of unwanted ones.

A

behavior modification

50
Q

Learning through Imitation
Learning by observing the behavior of another person, called a model.
 In the Bobo doll studies, children exhibited aggressive behavior after observing an
aggressive model.

A

Social-cognitive Learning Theory

51
Q

Perspective: _________
Theorist: _______ and colleagues
What develops: Focus on learning through ________
How development proceeds: Behavior is learned through ____________

A

Behavioral
Albert Bandura
imitation
observation

52
Q

Social-cognitive learning occurs through four steps

A

attend/perceive, recall,

accurately reproduce, motivated to carry out behavior

53
Q

EXAMINING THE ROOTS OF UNDERSTANDING

the approach that focuses on the processes that allow people to know, understand, and think about the world.

A

COGNITIVE PERSPECTIVE

54
Q

emphasizes how people internally represent and think about the world. By using this perspective, developmental researchers hope to understand how children and adults process information and how their ways of thinking and understanding affect their behavior

A

cognitive perspective

55
Q

Swiss Psychologist who proposed that all people pass in a fixed sequence through a series of universal stages of cognitive development.
He suggested that not only does the quantity of information increase in each stage, but the quality of knowledge and understanding changes as well.
His focus was on the change in cognition that occurs as children move from one stage to the next.

A

Piaget

56
Q

Human thinking is arranged into ________ , organized mental patterns that represent behaviors
and actions.

A

schemes

57
Q

Process in which people understand an experience in terms of their current
stage of cognitive development

A

Assimilation

58
Q
  • Changes in existing ways of thinking in response to encounters with new
    stimuli or events.
A

Accommodation

59
Q

Models that seek to identify the ways individuals take in, use, and store information. They assume that even complex behavior such as learning, remembering, categorizing and thinking can be broken down into a series of individual, specific steps.
 Assume that development is marked more by quantitative advances
 Our capacity to handle information changes with age, as does our processing speed and
efficiency.

A

Information Processing Approaches

60
Q

approaches that examine cognitive development through the lens of brain processes.
 Consider internal, mental processes, but they focus specifically on the neurological activity
that underlies thinking, problem solving and other cognitive behavior.

A

Cognitive Neuroscience Approaches

61
Q

Theorist: Carl Rogers; Abraham Maslow
 What develops: Focus on each individual’s ability and motivation to reach more advanced levels
of maturity; people naturally seek to reach full potential

A

HUMANISTIC PERSPECTIVE

62
Q

Free of supernaturalism, approach recognizes human beings as a part of _______ and holds that values (religious, ethical, social, or political) have their source in human experience and culture

A

nature

63
Q

All people have need for ___________ resulting from underlying wish to be loved and respected; it comes from others

A

positive regard

64
Q

Focus relationship between individuals and their physical, cognitive, personality,
and social worlds

A

Bioecological Approach to Development

65
Q

is the everyday, immediate environment in which children lead their daily lives.
Homes, caregivers, friends, and teachers all are influences

A

Microsystem

66
Q

Provides connections between the various aspects of microsystem. Like links in a
chain, binds children to parents, students to teachers, employees to bosses,
friends to friends.

A

Mesosystem

67
Q

Represents broader influences, encompassing social institutions such as local
government, the community, schools, places of worships, and the local media.

A

Exosystem

68
Q
  • Represents larger cultural influences on an individual. Society in general, types
    of governments, religious and political value systems, and other broad encompassing factors
A

Macrosystem

69
Q

Underlies each of the previous systems. It involves the way the passage of
time, including historical events and more gradual historical changes affect children’s
development.

A

Chronosystem

70
Q

The bioecological approach emphasizes the __________of the influences on development.
Because the various levels are related to one another, a change in one part of the system affects
other parts of the system.

A

interconnectedness

71
Q

Theorist: Lev Vygotsky
 What develops: As children play and cooperate with others, they learn what is important in their
society and advance cognitively in their understanding of world

A

SOCIOCULTURAL PERSPECTIVE

72
Q

Development is a ___________ between people in the child’s environment and
the child.

A

reciprocal transaction

73
Q

Theorist: Charles Darwin/Konrad Lorenz
 What develops: Through a process of natural selection traits in a species that are adaptive to its
environment are creative

A

EVOLUTIONARY PERSPECTIVE

74
Q

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

A

Scientific method

75
Q

prediction stated in a way that permits it to be tested.

A

Hypothesis

76
Q

research that seeks to identify whether an association or relationship
between two factors exists.

A

Correlational research

77
Q

research designed to discover causal relationships

between various factors.

A

Experimental research

78
Q

occurs when some naturally occurring behavior is observed without
intervention in the situation.

A

Naturalistic Observation

79
Q

e method borrowed from the field of anthropology and use to investigate
cultural questions

A

Ethnography

80
Q

studies that involve extensive, in-depth interviews with a particular individual or
small group of individuals.

A

Case Studies

81
Q
  • 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.
A

Survey Research

82
Q

research that focuses on the relationship between physiological
processes and behavior.

A

Psychophysiological Methods

83
Q

records electrical activity within the brain recorded by

electrodes placed on the outside of the skull.

A

Electroencephalogram (EEG)

84
Q

a computer constructs an image

of the brain by combining thousands of individual x-rays taken at slightly different angles.

A

(CAT) scan

85
Q

provides a detailed, three-dimensional

computer-generated image of brain activity by aiming a powerful magnetic field at the brain.

A

Functional magnetic resonance imaging (fMRI) scan

86
Q
  • a process in which an investigator, called an experimenter, devises two different experiences
    for participants and then studies and compares the outcomes of the participants exposed to those two
    different conditions in order to see how behavior is affected.
A

Experiment

87
Q

_____________: exposed to treatment variable being studied

____________: not studied

A

Treatment/experimental group

Control group

88
Q

The ____________is the variable that researchers manipulate in the experiment.

A

independent variable

89
Q

The ___________ is the variable that researchers measure in an experiment and expect to
change as a result of the experimental manipulation.

A

dependent variable

90
Q

Capture behavior in real-life settings
 Participants may behave more naturally
 May be used in correlational studies and experiments
 Often difficult to exert control over situation and environment

A

Field study

91
Q

Hold events constant

 Enables researchers to learn more clearly how treatment affect participants

A

Laboratory study

92
Q

test some developmental explanation & to expand scientific knowledge

A

Theoretical research

93
Q

test some developmental explanation & to expand scientific knowledge

A

Theoretical research

94
Q

to provide practical solutions to immediate problems

A

Applied research

95
Q

the behavior of one or more study participants is measured as they age.
measures change over time; Terman IQ study; require significant
investment of time;

A

Longitudinal research

96
Q

people of different ages are compared at the same point in time.
studies provide information about differences in development between different
age groups; cohort effects; selective dropout; unable to inform about changes in individuals or
groups.

A

cross-sectional research,

97
Q

researchers examine a number of different age groups at several points in
time; a combination of longitudinal and cross-sectional studies; permits developmental researchers
to tease out the consequences of age change versus age difference

A

sequential studies

AB PSYCHOLOGY (13 decks)

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