Issues in Lifespan Development Flashcards

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1
Q

would argue that heredity plays the most important role in
bringing about that feature

A

nature

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2
Q

would argue that one’s environment is
most significant in shaping the way we are

A

nurture

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3
Q

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

A

Stage theories or discontinuous
development
(Theorists)

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4
Q

assume development is more slow and gradual process known

A

continuous development
(Behaviorists)

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5
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

Preformationist

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6
Q

refuted the idea of innate knowledge and instead proposed that children are largely shaped by their social environments, especially their education as adults teach them important knowledge.
(laid the groundwork for the behavioral
perspective and subsequent learning theories of Pavlov, Skinner, and Bandura).

A

John Locke (1632-1704)

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7
Q

Locke advocated thinking of a child’s mind as a blank slate

A

tabula rasa

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8
Q

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

A

psychosocial crises

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9
Q

The child develops a feeling of trust in caregivers.
(0-1 year of age)

A

Trust versus Mistrust

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10
Q

The child learns what can and cannot be controlled and develops a sense of free will
(1-2 years)

A

Autonomy versus Shame/Doubt

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10
Q

The child learns to become independent by exploring, manipulating, and taking action.
(3-5 years)

A

Initiative versus Guilt

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11
Q

The child learns to do things well or correctly according to standards set by others, particularly in school.
(6-11 years)

A

Industry versus Inferiority

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12
Q

The adolescent develops a well-defined and positive sense of self in relationship to others.
(adolescence)

A

Identity versus Role
Confusion

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13
Q

The person develops the ability to give and receive love and to make long-term commitments.
( young adulthood)

A

Intimacy versus Isolation

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14
Q

The person develops an interest in guiding the development of the next generation, often by becoming a parent.
(middle adulthood)

A

Generativity versus Stagnation

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15
Q

The person develops acceptance of how one has lived.
(late adulthood)

A

Ego Integrity versus Despair

16
Q

based on 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
(AKA) Behaviorism
B.F Skinner(1904-1990)

17
Q

learning by watching others

A

Social Learning Theory

18
Q

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

A

reciprocal determinism

19
Q

how our mental processes or cognitions change over time

A

cognitive theories

20
Q

Children experience the world through their
fundamental senses of seeing, hearing,
touching and tasting
(Object Permanence)

A

Sensorimotor
(Birth to about 2 years)

21
Q

Children acquire the ability to internally
represent the world through language and
mental imagery. They also start to see the
world from other people’s perspectives
(Theory of mind; rapid increase in language ability)

A

Pre-operational
(2 to 7 years)

22
Q

Children become able to think logically. They can increasingly perform operations on objects that are real.
(Conservation)

A

Concrete operational
(7 to 11 years)

23
Q

Adolescents can think systematically, can
reason about abstract concepts, and can
understand ethics and scientific reasoning.
(Abstract logic)

A

Formal operational
(11 years to adulthood)

24
Q

emphasizes the importance of culture and interaction in the development of cognitive abilities.

A

sociocultural theory
Lev Vygotsky (1896-1934)

25
Q

studying how individuals perceive, analyze, manipulate, use, and remember information, and assumes that humans gradually improve in their processing skills; that is, cognitive development is continuous rather than stage-like

A

Information Processing

26
Q

provides a framework for understanding and studying the many influences on human development

A

Ecological Systems Theory
Urie Bronfenbrenner (1917-2005)

27
Q

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

A

Microsystem

28
Q

the larger organizational structures, such as school, the family, or religion.

A

Mesosystem

29
Q

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

A

Exosystems

30
Q

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

A

Macrosystems

31
Q
A
32
Q

the historical context in which these experiences occur

A

Chronosystems