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Lifespan Development > Introduction > Flashcards

Introduction Flashcards

1
Q

Systematic changes in the individual occurring between conception and death; such changes can be positive, negative, or neutral.

A

development

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2
Q

The physical changes that occur from conception to maturity.

A

growth

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3
Q

The deterioration of organisms that leads inevitably to their death.

A

biological aging

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4
Q

To most developmentalists, positive, negative, and neutral changes in the mature organism; different from biological aging.

A

aging

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5
Q

Socially defined age groups or strata, each with different statuses, roles, privileges, and responsibilities in society.

A

age grades

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6
Q

A ritual that marks a person’s “passage” from one status to another, usually in reference to rituals marking the transition from childhood to adulthood.

A

rite of passage

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7
Q

Expectations about what people should be doing or how they should behave at different points in the life span.

A

age norms

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8
Q

A personal sense of when things should be done in life and when the individual is ahead of or behind the schedule dictated by age norms.

A

social clock

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9
Q

A person’s classification in or affiliation with a group based on common heritage or traditions.

A

ethnicity

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10
Q

The position people hold in society based on such factors as income, education, occupational status, and the prestige of their neighborhoods.

A

socioeconomic status (SES)

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11
Q

The transitional period between childhood and adulthood that begins with puberty and ends when the individual has acquired adult competencies and responsibilities.

A

adolescence

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12
Q

Newly identified period of the life span extending from about age 18 to age 25, when young people are neither adolescents nor adults and are exploring their identities, careers, and relationships.

A

emerging adulthood

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13
Q

The average number of years a newborn baby can be expected to live; now almost 78 years in the United States.

A

life expectancy

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14
Q

The debate over the relative importance of biological predispositions (nature) and environmental influences (nurture) as determinants of human development.

A

nature–nurture issue

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15
Q

Developmental changes that are biologically programmed by genes rather than caused primarily by learning, injury, illness, or some other life experience.

A

maturation

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16
Q

A functional unit of heredity made up of DNA and transmitted from generation to generation.

A

gene

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17
Q

Events or conditions outside the person that are presumed to influence and be influenced by the individual.

A

environment

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18
Q

A relatively permanent change in behavior (or behavioral potential) that results from a person’s experiences or practice.

A

learning

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19
Q

Bronfenbrenner’s model of development that emphasizes the roles of both nature and nurture as the developing person interacts with a series of environmental systems (microsystem, mesosystem, exosystem, and macrosystem).

A

bioecological model

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20
Q

In Bronfenbrenner’s bioecological approach, the immediate settings in which the person functions (for example, the family).

A

microsystem

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21
Q

In Bronfenbrenner’s bioecological approach, interrelationships between microsystems or immediate environments (ways in which events in the family affect a child’s interactions at a day care center).

A

mesosystem

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22
Q

In Bronfenbrenner’s bioecological approach, settings not experienced directly by individuals still influence their development (for example, effects of events at a parent’s workplace on children’s development).

A

exosystem

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23
Q

In Bronfenbrenner’s bioecological approach, the larger cultural or subcultural context of development.

A

macrosystem

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24
Q

A system of meanings shared by a population of people and transmitted from one generation to the next.

A

culture

25
Q

In Bronfenbrenner’s bioecological approach, the system that captures the way changes in environmental systems, such as social trends and life events, are patterned over a person’s lifetime.

A

chronosystem

26
Q

Grounding what they do in research and ensuring that the curricula and treatments they provide have been demonstrated to be effective.

A

evidence-based practice

27
Q

Carefully recorded observations of the growth and development of children by their parents over a period; the first scientific investigations of development.

A

baby biographies

28
Q

Hall’s term for the emotional ups and downs and rapid changes that he believed characterize adolescence.

A

storm and stress

29
Q

The study of aging and old age.

A

gerontology

30
Q

A perspective that views development as a lifelong, multi directional process that involves gain and loss, is characterized by considerable plasticity, is shaped by its historical-cultural context, has many causes, and is best viewed from a multidisciplinary
perspective.

A

life-span perspective

31
Q

An openness of the brain cells (or of the organism as a whole) to positive and negative environmental influence; a capacity to change in response to experience.

A

plasticity

32
Q

The brain’s remarkable ability to change in response to experience throughout the life span, as when it recovers from injury or benefits from stimulating learning experiences.

A

neuroplasticity

33
Q

An attitude or value about the pursuit of knowledge that dictates that investigators must be objective and must allow their data to decide the merits of their theorizing.

A

scientific method

34
Q

A set of concepts and propositions designed to organize, describe, and explain a set of observations.

A

theory

35
Q

A theoretical prediction about what will hold true if we observe a phenomenon.

A

hypothesis

36
Q

The group of individuals chosen to be the subjects of a study.

A

sample

37
Q

A well-defined group that a researcher who studies a sample of individuals is interested in drawing conclusions about.

A

population

38
Q

A sample formed by identifying all members of the larger population of interest and then selecting a portion of them in an unbiased or random way to participate in the study; a technique to ensure that the sample studied is representative or typical of the larger population of interest.

A

random sample

39
Q

A research method in which the scientist observes people as they engage in common everyday activities in their natural habitats.

A

naturalistic observation

40
Q

A research method in which scientists create special conditions designed to elicit the behavior of interest to achieve greater control over the conditions under which they gather behavioral data.

A

structured observation

41
Q

A brain-scanning technique that uses magnetic forces to measure the increase in blood flow to an area of the brain that occurs when that brain area is active.

A

functional magnetic resonance imaging

fMRI

42
Q

An in-depth examination of an individual (or a small number of individuals), typically carried out by compiling and analyzing information from a variety of sources such as observing, testing, and interviewing the person or people who know the individual.

A

case study

43
Q

A research strategy in which the investigator manipulates or alters some aspect of a person’s environment to measure its effect on the individual’s behavior or development.

A

experiment

44
Q

A technique in which research participants are placed in experimental conditions in an unbiased or random way so that the resulting groups are not systematically different.

A

random assignment

45
Q

The holding of all other factors besides the independent variable in an experiment constant so that any changes in the dependent variable can be said to be caused by the manipulation of the independent variable.

A

experimental control

46
Q

An experiment-like study that evaluates the effects of different treatments but does not randomly assign individuals to treatment groups.

A

quasi experiment

47
Q

A research technique that involves determining whether two or more variables are related. It cannot indicate that one thing caused another, but it can suggest that a causal relationship exists or allow us to predict one characteristic from our knowledge of
another.

A

correlational method

48
Q

A measure, ranging from 11.00 to 21.00, of the extent to which two variables or attributes are systematically related to each other in either a positive or a negative way.

A

correlation coefficient

49
Q

A research method in which the results of multiple studies addressing the same question are synthesized to produce overall conclusions.

A

meta-analysis

50
Q

A developmental research design in which different age groups are studied at the same point and compared.

A

cross-sectional design

51
Q

A group of people born at the same time; a particular generation of people.

A

cohort

52
Q

In cross-sectional research, the effects on findings that the different age groups(cohorts) being compared were born at different times and had different formative experiences.

A

cohort effects

53
Q

In developmental research, the effects of getting older or of developing.

A

age effects

54
Q

The huge generation of people born between 1946 (the close of World War II) and 1964.

A

baby boom generation

55
Q

A developmental research design in which one group of subjects is studied repeatedly over months or years.

A

longitudinal design

56
Q

In developmental research, the effects on findings of historical events occurring when the data for a study are being collected (for example, psychological
changes brought about by an economic depression
rather than as a function of aging).

A

time of measurement effects

57
Q

A developmental research design that combines the cross-sectional approach and the longitudinal approach in a single study to compensate for the weaknesses of each.

A

sequential design

58
Q

The belief that one’s own cultural or ethnic group is superior to others.

A

ethnocentrism

59
Q

Standards of conduct that investigators are ethically bound to honor to protect their research participants from physical or psychological harm.

A

research ethics

Lifespan Development (17 decks)

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