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Human Development 1 Flashcards

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1
Q

What is development?

A

There are many definitions of development.

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2
Q

Human Development or Lifespan Development

A

constancy and change in behavior
throughout the life course from
conception to death.”
– Paul Baltes, 1987

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3
Q

what are the domains of Developmental Science?

A
  1. physical
  2. neurophysiological
  3. cognition
  4. language
  5. emotion
  6. personality
  7. moral psychosocial development
  8. relationships with others
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4
Q

who identified several underlying principles of the lifespan perspective ?

A

Paul Baltes

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5
Q

Term for: Lifespan theorists argue that development is caused by multiple factors, and is always shaped by both biological and environmental factors. In addition, the individual plays an active role in their own development.

A

Multiply determined

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6
Q

Name the three systems of developmental influence. ( Contextualism as paradigm.) Baltes (1987) identified three specific developmental systems of influence, all of which include biological and environmental forces.

A

1.Normative age-graded influences
2.Normative history-graded influences
3.Non-normative influences

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7
Q

The time period in which you are born shapes your experiences

A

Normative history-graded influences

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8
Q

Humans experience particular age-graded social experiences (e.g., starting school) and biological changes (e.g., puberty).

A

Normative age-graded influences

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9
Q

People’s development is also shaped by specific influences that are not organized by age or historical time, such as immigration, accidents, or the death of a parent. These can be environmental (e.g., parental mental health issues) or biological (e.g., life threatening illness).

A

Non-normative influences

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10
Q

age-grade

A

a specific age group, such as toddler, adolescent, or senior

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11
Q

cohort

A

a group of people who are born at roughly the same period in a particular society

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12
Q

silent generation

A

1928- 1945

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13
Q

baby boomers

A

1945-1964

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14
Q

Gen -X

A

1965-1980

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15
Q

Millenials

A

1981-1996

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16
Q

Gen-Z

A

1997-2009

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17
Q

Generation Alpha

A

2010-2024

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18
Q

Generation Beta

A

2025-2039

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19
Q

what domain includes changes in height and weight, sensory capabilities, the nervous system, as well as the propensity for disease and illness

A

physical

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20
Q

what domain includes changes in intelligence, wisdom, perception, problem-solving, memory, and language

A

cognitive

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21
Q

what domain includes changes in emotion, self-perception, and interpersonal relationships with families, peers, and friends.

A

psychosocial

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22
Q

highlight societal contexts that influence our development

A

contextual perspectives

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23
Q

way to identify families and households based on their shared levels of education, income, and occupation

A

socioeconomic status

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24
Q

S.E.S.

A

Socioeconomic Status

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25
Q

an income amount established by the federal government that is based on a set of thresholds that vary by family size

A

poverty level

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26
Q

culture

A

the totality of our shared language, knowledge, material objects, and behavior

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27
Q

ethnocentrism

A

the belief that our own culture is superior

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28
Q

an appreciation for cultural differences and the understanding that cultural practices are best understood from the standpoint of that particular culture

A

cultural relativity

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29
Q

the maximum age any member of a species can reach under optimal conditions

A

lifespan

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30
Q

the average number of years a person born in a particular time period can typically expect to live

A

life expectancy

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31
Q

chronological age

A

the number of years since your birth

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32
Q

biological aging

A

how quickly the body is aging

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33
Q

psychological age

A

Our psychologically adaptive capacity compared to others of our chronological age

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34
Q

social age

A

based on the social norms of our culture and the expectations our culture has for people of our age group

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35
Q

prenatal age period

A

Starts at conception, continues through implantation in the uterine wall by the embryo, and ends at birth

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36
Q

infancy and toddlerhood age period

A

Starts at birth and continues to two years of age

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37
Q

early childhood age period

A

Starts at two years of age until six years of age

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38
Q

middle and late childhood age period

A

Starts at six years of age and continues until the onset of puberty

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39
Q

adolescence age period

A

Starts at the onset of puberty until 18

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40
Q

emerging adulthood age period

A

Starts at 18 until 25.

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41
Q

early adulthood age period

A

Starts at 25 until 40-45.

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42
Q

late adulthood age period

A

Starts at 65 onward.

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43
Q

teratogens

A

environmental factors that can lead to birth defects

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44
Q

middle adulthood age period

A

40 until 65

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45
Q

assumptions researchers hold about the nature of humans and their development

A

metatheories

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46
Q

meta means

A

above or beyond

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47
Q

whether people are born as blank slates or whether people are inherently good or inherently bad.

A

human nature

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48
Q

tabula rasa

A

blank slate

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49
Q

whether development is determined by nature (genes, biology) or determined by nurture (environment, learning).

A

causes of development

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50
Q

whether people are passive participants, reacting to external forces or whether they are active in choosing and shaping their own development.

A

role of the individual

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51
Q

whether traits, characteristics, and experiences early in life have permanent effects or whether people are malleable and open to change throughout life.

A

stability vs. change

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52
Q

whether development involves quantitative incremental change or qualitative shifts

A

continuity vs. discontinuity

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53
Q

whether development follows a universal pathway or depends more on specific experiences and environmental contexts.

A

universality vs. context specificity

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54
Q

assume that developmental change occurs in distinct stages that are qualitatively different from each other, and that unfold in a set, universal sequence.

A

Stage theories or discontinuous development

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55
Q

The four meta-theories of human development

A

1.Maturational
2.Mechanistic
3.Organismic
4.Contextualist

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56
Q

humans as seeds growing into a tree (metaphor for)

A

maturational

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57
Q

humans as machines (metaphor for)

A

mechanistic

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58
Q

development is a more slow and gradual process known as

A

continuous development

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59
Q

humans as butterflies (a metaphor for)

A

organismic

60
Q

tennis game, conversation, or dance (metaphor for)

A

contextualist

61
Q

Meta-theories are important because they effect these four things in our research:

A

1.What we look for
2. The questions we ask
3.The methods we use
4. How we interpret
research findings

62
Q

is maturation meta-theory nature or nurture?

A

nature

63
Q

what is the human nature of maturation meta-theory?

A

genetics- good or bad

64
Q

is maturation meta-theory active or passive?

A

passive

65
Q

is maturation meta-theory stable or change?

A

stable

66
Q

is maturation meta-theory continuous or discontinuous?

A

depends on the genetic program

67
Q

is maturation meta-theory universal or context-specific??

A

Universal

68
Q

what is the human nature of mechanistic meta-theory?

A

blank slate

69
Q

is mechanistic meta-theory nature or nurture?

A

nurture.

70
Q

is mechanistic meta-theory active or passive?

A

passive

71
Q

is mechanistic meta-theory stability or change?

A

change

72
Q

is mechanistic meta-theory continuous or discontinuous?

A

continuous

73
Q

is mechanistic meta-theory context-specific or universal?

A

context-specific

74
Q

what is the human nature of Organismic Meta-Theory?

A

good

75
Q

is Organismic Meta-Theory nature or nurture?

A

nature

76
Q

is Organismic Meta-Theory active or passive?

A

active

77
Q

is Organismic Meta-Theory stability or change?

A

change

78
Q

is Organismic Meta-Theory continuous or discontinuous

A

discontinuous

79
Q

is Organismic Meta-Theory universal or context-specific

A

universal

80
Q

what is contextual meta-theory human nature?

A

both

81
Q

is contextual meta-theory nature or nurture?

A

both

82
Q

is contextual meta-theory active or passive?

A

active

83
Q

is contextual meta-theory stability or change?

A

both

84
Q

is contextual meta-theory universal or context-specific?

A

both

84
Q

is contextual meta-theory continuous or discontinuous?

A

both

85
Q

Development is the product of biologically-based…
programs shaped by human genetic and evolutionary
history

A

Ethological theory

86
Q

the assumption that all the causal factors that shape human behavior and development are inside the mind or belief system of the person

A

cognativism

87
Q

the belief that a tiny, fully formed human is implanted in the sperm or egg at conception and then grows in size until birth

A

Preformationism

88
Q

Preformationism was the predominant view in what time period?

A

into the 18th century

89
Q

who advocated the idea of tabula rasa?

A

john locke

90
Q

who believed that the child’s development was activated by genes and he called this process maturation

A

Arnold Gesell

91
Q

father of developmental psychology

A

Jean-Jacques Rousseau

92
Q

who emphasized the importance of early childhood experiences in shaping our personality and behavior

A

Sigmund Freud

93
Q

who proposed Psychosocial Theory?

A

Erik Erikson

94
Q

each period of life has a unique challenge or crisis that the person who reaches it must face, called:

A

psychosocial crisis

95
Q

what age is the Autonomy versus Shame/Doubt stage?

A

18 months - 3 years

96
Q

what age is the initiative versus guilt stage?

A

3 - 6 years

97
Q

what age is the industry vs inferiority stage?

A

6-12 years

98
Q

what age is identity vs role confusion stage ?

A

12-18 years

99
Q

what age is intimacy vs isolation stage?

A

19-40

100
Q

what age is generativity vs stagnation stage?

A

40-65

101
Q

what age is ego integrity vs despair stage?

A

65 - death

102
Q

the premise that it is not possible to objectively study the mind, and therefore psychologists should limit their attention to the study of behavior itself

A

learning theory, or behaviorism

103
Q

Social Learning Theory

A

learning by watching others

104
Q

There is interplay between our personality and the way we interpret events and how they influence us. This concept is called

A

reciprocal determinism

105
Q

what theories focus on how our mental processes or cognitions change over time

A

cognitive theories

106
Q

What cognative theorist believed that children’s intellectual skills change over time and that maturation, rather than training, brings about that change

A

Jean Piaget

107
Q

What theory emphasizes the importance of culture and interaction in the development of cognitive abilities

A

sociocultural theory

108
Q

who believed that a person not only has a set of abilities, but also a set of potential abilities that can be realized if given the proper guidance from other

A

Lev Vygotsky

109
Q

how individuals perceive, analyze, manipulate, use, and remember information

A

Information Processing

110
Q

who developed the Ecological Systems Theory?

A

Urie Bronfenbrenner

111
Q

the individual’s setting and those who have direct, significant contact with the person, such as parents or siblings.

A

microsystem

112
Q

the larger organizational structures, such as school, the family, or religion. The philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child’s self-image, growth, sense of accomplishment, and schedule thereby impacting the child, physically, cognitively, and emotionally.

A

mesosystem

113
Q

includes the larger contexts of community. A community’s values, history, and economy can impact the organizational structures it houses.

A

exosystem

114
Q

cultural elements, such as global economic conditions, war, technological trends, values, philosophies, and a society’s responses to the global community.

A

macrosystem

115
Q

the historical context in which these experiences occur. This relates to the different generational time periods

A

chronosystem

116
Q

A set of specific statements that
describe, explain, and predict
behavior

A

theory

117
Q

Looks at naturally existing relationships between variables- we observe &
measure something without trying to change it

A

correlational design

118
Q

what is correlational design’s greatest strength?

A

Can be used to study issues that cannot be studied experimentally
because it is not possible, feasible, and/or ethical

119
Q

A design involving 2+ groups
* Change something in one group and not the other
* Treatment group(s): Members receive treatment/intervention
* Control group: Members do not receive treatment/intervention – “business
as usual”
* Groups are identical on everything except the treatment
* Then we compare the groups on the dependent or “outcome” variable(s)
* Did the treatment group change and the control group stay the same? This
shows us whether intervention works

A

experimental design

120
Q

Data are collected
* From the same individuals
* Over multiple timepoints (at least 2; more is better)
* Observe stability, change
* ”Truly developmental” design

A

longitudinal design

121
Q

Study groups of people of different ______
at a single point in time (e.g., ages, grades,
stages of maturation, levels of experience,
environment conditions)
* Can detect trends (patterns) of similarities,
differences across different groups on
phenomenon of interest

A

cross sectional design

122
Q

Combines cross-sectional and longitudinal designs:
* Start with a cross-sectional design (2+ cohorts)
* Then, follow up with each age group longitudinally
* As study progresses, add new groups

A

sequential design

123
Q

CBPAR

A

community based particapatory action research

124
Q

all the decisions and actions we take in our professional and personal lives that shape our own and others’ development

A

developmental practices

125
Q

Our personal convictions, based on a lifetime of experiences in these societal contexts and historical times

A

Naïve meta-theories of human development

126
Q

decentering study from the dominant culture

A

i just like this

127
Q

set of methodologies is based on the assumption that knowledge, research, and effective social action can best be co-constructed among researchers and community participants, incorporating the strengths and perspectives of all the stakeholders involved in a particular set of issues

A

community-based participatory action research

128
Q

typical or regular age-graded patterns of individual change and constancy

A

normative change and stability

129
Q

different pathways that people can follow over time, including differences in the amount, nature, and direction of change

A

differential developmpent

130
Q

trajectories

A

quantitative changes

131
Q

reorganization of existing forms or the emergence of new forms

A

qualitative shifts

132
Q

depicting, portraying, or representing patterns of development in their target phenomena

A

description

133
Q

explicit accounts of the factors that cause, influence, or produce the patterns of changes and stability that have been described.

A

explanations

134
Q

research and intervention activities designed to figure out how to promote healthy development (also referred to as flourishing or thriving) and the development of resilience

A

optimization

135
Q

“when,” “where,” and “how” data are collected

A

design

136
Q

Descriptive developmental designs

A

when data are collected

137
Q

how and where data are collected

A

how and where data are collected

138
Q

collects information (1) at one point in time (one time of measurement) on (2) groups of people who are different ages.

A

CROSS-SECTIONAL DESIGN

139
Q

What is the problem with cross-sectional designs?

A

you CANNOT infer that differences between the age groups are the same as age changes

140
Q

groups of people who were born at the same time.

A

Generational cohorts

141
Q

the lifelong effects of belonging to a specific generation

A

cohort effects

142
Q

a study that examines (1) one group of people (2) repeatedly over multiple time points in this design

A

longitudinal design

143
Q

a design that allows researchers to look at BOTH age changes and historical changes for multiple cohorts

A

sequential designs

144
Q

this design combines cross-sectional and longitudinal designs

provides the most developmental information in the shortest amount of time. It allows researchers to look at differences between people in terms of cohorts, and also to examine historical changes

A

Cross-sequential

145
Q

adding “occasions” or “times of measurement” or “repeated measures” to a design

A

adding time

146
Q
A

psych 204 (5 decks)

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