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Intro Flashcards

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1
Q

Study of psychological changes in human beings as they age. Originally concerned with infants and children. Also includes adolescence and aging.

A

Developmental Psychology

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2
Q

Studies change across a broad range of topics:

A

Motor skills
Problem solving skills
Conceptual understanding
Acquisition of language
Moral understanding
Identity formation

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3
Q

Study of how people change physically, mentally, and socially throughout the lifespan.

A

Developmental Psychology

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4
Q

influence of multiple factors on development inlude:

A

Biological
Environmental
Social
Cultural
Behavioral factors

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5
Q

Developmental Psychology - scientific studies that explain _______, _______, and _______ through the lifespan.

A

growth, change and consistency

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6
Q

The study of developmental psychology is essential to understanding how humans ______, ______, and ______

A

learn, mature and adapt

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7
Q

Throughout their lives, humans go through various __________________

A

stages of development

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8
Q

____________ study how people grow, develop and adapt at different life stages.

A

Developmental psychologists

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9
Q

They conduct research designed to help people reach their full potential — for example, studying the difference between ________________________

A

learning styles in babies and adults

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10
Q

Developmental psychologists focus on human growth and changes across the lifespan, including ____________________________________

A

physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

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11
Q

Growth and Development occur in orderly stages and sequence. The individual genetic timetable affects rate of maturation.

A

MATURATION: Arnold Gesell (1880-1961)

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12
Q

Behaviour is controlled by unconscious urges. Three components of the mind are id, ego and superego

A

PSYCHODYNAMICS: Sigmund Freud (1856-1939)

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13
Q

personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis that could positively or negatively affect personality development.

According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths that the ego can use to resolve subsequent crises.

A

PSYCHOSOCIAL: Erik Erikson

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14
Q

famous for his theories regarding changes in cognitive development that occur as we move from infancy to adulthood.

A child’s cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world.

Cognitive development occurs through the interaction of innate capacities (nature) and environmental events (nurture), and children pass through a series of stages.

A

COGNITIVE: Jean Piaget

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15
Q

Learning is gradual and continuous. Development is a sequence of specific conditional behaviour. Man emphasis is on the environment, not heredity. Observable behaviours are considered most important.

A

BEHAVIOURIST:
John Watson (1878-1958), BF Skinner (1904-1990), Albert Bandura (1925)

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16
Q

Balance between nature and nurture. Child is placed in the middle of concentric factors which all influence the child. Emphasis is placed on environment and heredity.

A

ECOLOGICAL: Urie Bronfenbrenner (1917-2005)

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17
Q

We all have an innate learning ability. Children are born with specialized information processing abilities that enable them to figure out structure of development.

A

INFORMATION PROCESSING THEORY: Noam Chomsky (1928)

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18
Q

Child’s Developmental Needs

A

Health
Education
Emotional Development
Identity
Family & Relationships
Social Presentation
Selfcare Skills

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19
Q

a branch of psychology with the goal of understanding people how they develop, grow, and change throughout their lives.

A

Human Development

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20
Q

The field of ___________________ focuses on the scientific study of the systematic processes of change and stability in people.

A

Human Development

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21
Q

From the moment of conception, human beings begin a process of change that will continue throughout life.

A single cell develops into a living, breathing, walking, talking person who moves through an ever-changing world, both being influenced by and influencing it.

Babies grow and become children, who grow and become adults.

A

Human Development: An Ever-Evolving Field

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22
Q

individuals engaged in the professional study of human development - look at ways in which people change from conception through maturity as well as at characteristics are most likely to endure? Which are likely to change, and why?

A

Developmental scientists (or developmentalists)

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23
Q

Researchers consider life-span development to be from _____________ comprising the entire human life span from conception to death.

A

“womb to tomb”

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24
Q

researchers acknowledge that development can be either ________ (e.g., becoming toilet trained or enrolling in a college course after retirement) or ________ (e.g., once again wetting the bed after a traumatic event or isolating yourself after retirement).

A

positive, negative

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25
Q

Concept of human development as a lifelong process, which can be studied scientifically.

A

Life-span development

26
Q

Concept of human development as a lifelong process, which can be studied scientifically.

A

Life-span development

27
Q

to ________ when most children say their first word or how large their vocabulary is at a certain age,

A

describe

28
Q

Researchers attempt to _______ how children acquire language and why some children learn to speak later than usual.

A

explain

29
Q

This knowledge may make it possible to _______ future behavior, such as the likelihood that a child will have serious speech problems.

A

predict

30
Q

How language develops may be used to _________ in development, for example, by giving a child speech therapy.

A

intervene

31
Q

study processes of change and stability in all domains, or aspects, of development throughout all periods of the life span

A

Developmentalists

32
Q

______________ (they) study processes of change and stability in all domains, or aspects, of development throughout all periods of the life span

A

Developmentalists

33
Q

Growth of body and brain, including patterns of change in sensory capacities, motor skills, and health.

A

Physical development

34
Q

Pattern of change in mental abilities, such as learning, attention, memory, language, thinking, reasoning, and creativity.

A

Cognitive development

35
Q

Pattern of change in emotions, personality, and social relationships.

A

Psychosocial development

36
Q

The genetic endowment interacts with environmental influences from the starts

Basic body structures and organs form brain growth spurt begins

Physical growth is the most rapid in the life span.

Vulnerability to environmental influences is great

A

PRENATAL PERIOD (conception to birth)
PHYSICAL DEVELOPMENTS

37
Q

Abites to learn and remember and to respond to sensory stimuli are developing

A

PRENATAL PERIOD (conception to birth)
COGNITIVE DEVELOPMENTS

38
Q

Fetus responds to mother’s voice and develops a preference for it

A

PRENATAL PERIOD (conception to birth)
PSYCHOSOCIAL DEVELOPMENTS

39
Q

All senses and body systems opmate at birth to varying degrees

The brain grows in complexity and is highly sensitive to environmental influence

Physical growth and development of motor skills are rapid

A

INFANCY AND TODDLERHOOD (birth to age 20)
PHYSICAL DEVELOPMENTS

40
Q

Abilities to leam and remember are present, even in early weeks

Use of symbols and ability to solve problems develop by end of second year

Comprehension and use of language develop rapidly

A

INFANCY AND TODDLERHOOD (birth to age 20)
COGNITIVE DEVELOPMENTS

41
Q

Attachments to parents and athers form

Self-awareness develops

Shit from dependence toward autonomy occurs

interest in other childen increases

A

INFANCY AND TODDLERHOOD (birth to age 20)
PSYCHOSOCIAL DEVELOPMENTS

42
Q

Growth is steady; appearance becomes more slender and proportions more adultlike.

Appetite diminishes, and sleep problems are common.

Handedness appears; fine and gross motor skills and strength improve.

A

EARLY CHILDHOOD (ages 3 to 6)
PHYSICAL DEVELOPMENTS

43
Q

Thinking is somewhat egocentric, but understanding of other people’s perspectives grows.

Cognitive immaturity results in some illogical ideas about the world.

Memory and language improve.

Intelligence becomes more predictable.

Preschool experience is common, and kindergarten experience is more so.

A

EARLY CHILDHOOD (ages 3 to 6)
COGNITIVE DEVELOPMENTS

44
Q

Self-concept and under- standing of emotions become more complex, self-esteem is global.

Independence, initiative, and self-control increase.

Gender identity develops.

Play becomes more imagi- native, more elaborate, and usually more social.

Altruism, aggression, and fearfulness are common.

Family is still the focus of social life, but other children become more important.

A

EARLY CHILDHOOD (ages 3 to 6)
PSYCHOSOCIAL DEVELOPMENTS

45
Q

Growth slows.

Strength and athletic skills Improve.

Respiratory illnesses are common, but health is generally better than at any other time in the life span.

A

Middle Childhood (ages 6 to 11)
Physical Developments

46
Q

Egocentrism diminishes.

Children begin to think logically but concretely.

Memory and language skills increase.

Cognitive gains permit children to benefit from formal schooling.

Some children show special educational needs and strengths.

A

Middle Childhood (ages 6 to 11)
Cognitive Developments

47
Q

Self-concept becomes more complex, affecting self-esteem.

Coregulation reflects gradual shift in control from parents to child.

Peers assume central Importance.

A

Middle Childhood (ages 6 to 11)
Psychosocial Developments

48
Q

Physical growth and other changes are rapid and profound.

Reproductive maturity occurs.

Major health risks arise from behavioral issues, such as eating disorders and drug abuse.

A

Adolescence (ages II to about 20)
Physical Developments

49
Q

Ability to think abstractly and use scientific reasoning develops.

Immature thinking persists in some attitudes and behaviors.

Education focuses on prepa- ration for college or vocation.

A

Adolescence (ages II to about 20)
Cognitive Developments

50
Q

Search for identity, including sexual identity, becomes central.

Relationships with parents are generally good.

Peer group may exert a positive or negative influence.

A

Adolescence (ages II to about 20)
Psychosocial Developments

51
Q

Physical condition peaks, then declines slightly.

Lifestyle choices influence health.

A

Emerging and Young Adulthood (ages 20 to 40)
Physical Developments

52
Q

Thought and moral judgments become more complex.

Educational and occupational choices are made, sometimes after period of exploration.

A

Emerging and Young Adulthood (ages 20 to 40)
Cognitive Developments

53
Q

Thought and moral judgments become more complex.

Educational and occupational choices are made, sometimes after period of exploration.

A

Emerging and Young Adulthood (ages 20 to 40)
Cognitive Developments

54
Q

Personality traits and styles become relatively stable, but changes in personality may be Influenced by life stages and events.

Intimate relationships and personal lifestyles are estab- lished but may not be lasting.

Most people marry, and most become parents.

A

Emerging and Young Adulthood (ages 20 to 40)
Psychosocial Developments

55
Q

Slow deterioration of sensory abilities, health, stamina, and strength may begin, but, individual differences are wide.

Women experience menopause.

A

Middle Adulthood (ages 40 to 65)
Physical Developments

56
Q

Mental abilities peak; expertise and practical problem-solving skills are high.

Creative output may decline but improve in quality.

For some, cale success and earning powers peak, for others, burnout or career change may occur.

A

Middle Adulthood (ages 40 to 65)
Cognitive Developments

57
Q

Sense of identity continues to develop, midlife transition may occur

Dual responsibilities of caring for children and parents may cause stress.

Launching of children leaves empty nest.

A

Middle Adulthood (ages 40 to 65)
Psychosocial Developments

58
Q

Most people are healthy and active, although health and physical abilities generally decline.

Slowing of reaction time affects some aspects of functioning.

A

Late Adulthood (age 65 and over)
Physical Developments

59
Q

Most people are mentally alert.

Although Intelligence and memory may deteriorate in some areas, most people find ways to compensate.

A

Late Adulthood (age 65 and over)
Cognitive Developments

60
Q

Retirement from workforce may occur and may offer new options for use of time.

People develop more flexible strategies to cope with personal losses and impending death.

Relationships with family and close friends can provide Important support.

Search for meaning in life assumes central importance.

A

Late Adulthood (age 65 and over)
Psychosocial Developments

Dev Psych (4 decks)

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