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Life Span Psychology > Lesson 1 > Flashcards

Lesson 1 Flashcards

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1
Q

A fixed time in early development during which certain behaviors optimally emerge OR…a time in development when a particular event has it’s greatest consequences.

A

Critical period

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2
Q

The unfolding of genetic information - inherited characteristics that are apparent at birth and continue to develop over time.

A

Maturation

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3
Q

What are the 5 primary “domains” of human development?

A 
Physical
Biological
Evolutionary
Cognitive
Social/emotional
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4
Q

Reflex that an infant (up to about 5 months) displays when infant feels as if it’s falling.

A

Moro Reflex

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5
Q

A group of people who share the same generation and “travel” through life together experiencing the same historical changes.

A

Cohort

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6
Q

The shared perspective a cohort uses to respond to economic, social, cultural, and political events. In other words, how they view and interpret changes in society.

A

Social Construction

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7
Q

The beliefs, customs, behaviors, rules, and rituals a group uses to define their life together.

A

Culture

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8
Q

What are the 5 steps of the scientific method?

A
  1. Research question formulation
  2. Hypothesis development
  3. Hypothesis testing
  4. Conclusion
  5. Dissemination of results
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9
Q

A prediction that is stated in a manner that allows researchers to test whether they are correct.

A

Hypothesis

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10
Q

List 4 commonly used research methods for testing a hypothesis.

A

Observation, experiment, survey, case study

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11
Q

Research design method that compares different ages of people at a specific point in time.

A

Cross sectional

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12
Q

Type of research where the same individuals are studied over a long period of time.

A

Longitudinal research

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13
Q

This type of research a number of different age groups at multiple points in time.

A

Cross sequential research

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14
Q

Urie Bronfenbrenner developed a research method that essentially combined all of the methods into one, and takes better consideration of complex relationship of the individual and the environment. What is this research method called?

A

The ecological systems approach.

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15
Q

The ability of research results to be applied to a different or larger number of groups or settings.

A

Generalizability

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16
Q

What type of perspective examines ways in which our evolutionary history influences our behavior?

A

An ethological perspective

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17
Q

Name the 4 types of attachment patterns that have been observed in humans.

A

Secure attachment: infants explore freely when caregiver is present but may become distressed when caregiver leaves.
Insecure/avoidant attachment: explores freely and is interested in caregivers presence or departure but will avoid or ignore the caregiver upon return.
Anxious/Resistant attachment: insecure, resists active exploration, remains preoccupied with the caregiver.
Disorganized attachment: may act insecure, avoidant, typically does not play freely or respond to the caregiver in any coherent mode.

18
Q

This development theory looks at a persons inner drives that impacts every aspect of a persons life. “Outward expression of the inner self”

A

Psychodynamic Theory

- Sigmund Freud & Erik Erikson

19
Q

What are the 5 stages of Freud’s psychosexual theory of development?

A 
Oral: birth to 1 year
Anal: 1-3 years
Phallic: 3-6 years
Latency: 6-11 years
Genital: adolescence to adulthood
20
Q

What are the 3 parts of the personality according to Freud?

A

Id: centered on seeking pleasure, avoiding pain, and is present at birth.
Ego: balances the demands of the id and restrictions of the superego to meet the demands of the moment.
superego: the conscience, develops last starting in early childhood.

21
Q

Erikson’s 8 psychosocial stages.

A
  1. Trust vs. mistrust: 0-18 months
  2. Autonomy vs. shame/doubt: 18 months-3 years
  3. Initiative vs. guilt: 3-5 years
  4. Industry vs. inferiority: 6-12 years
  5. Identity vs. Identity confusion: 12-18 years
  6. Intimacy vs. isolation: Early adult years
  7. Generativity vs. stagnation: middle adult years
  8. Integrity vs. despair: Older adult years
22
Q

Erikson’s psychosocial change from 0-18 months where the infant learns that his/her needs will be met or not met.

A

Trust vs. mistrust

23
Q

Erikson’s psychosocial change from 18 months - 3 years. Child starts to assert independence. If prevents from autonomy by overprotective parents, will doubt own skills.

A

Autonomy vs. shame/doubt

24
Q

Erikson’s psychosocial change from 3-5 years. Child learns to carry out tasks from planning to completion. If not, child may feel irresponsible and guilty.

A

Initiative vs. guilt

25
Q

Erikson’s psychosocial change from 6-12 years. The child spends much of the day in school. Success at academics and other tasks makes the child feel productive. Inferiority affects self-esteem.

A

Industry vs. inferiority

26
Q

Erikson’s psychosocial change from 12-18 years. Adolescents must “find themselves” and set future goals or they will feel adrift.

A

Identity vs. identity confusion

27
Q

Erikson’s psychosocial change during early adult years. Fusing one’s identity with another and making a long term commitment is crucial for young adults. Those who are not ready for intimacy are often isolated.

A

Intimacy vs. isolation

28
Q

Erikson’s psychosocial change during middle adult years. Guiding the next generations, whether through helping one’s own children or mentoring, provides life satisfaction.

A

Generativity vs. stagnation

29
Q

Erikson’s psychosocial change during older adult years. If upon looking back, the elder is satisfied with what s/he has done, a sense of integrity develops. If not, despair and regret ensue.

A

Integrity vs. despair

30
Q

Type of learning that occurs when an organism responds in a particular way to a neutral stimulus that normally doesn’t elicit that type of response.

A

Classical Conditioning (e.g. Pavlov’s dog)

31
Q

Form of learning in which voluntary response is strengthened or weakened by its association with positive or negative consequences.

A

Operant Conditioning (B.F. Skinner)

32
Q

Behavioral theory in which an emphasis is placed on learning by observing the behavior of others.

A

Social Cognitive Theory (Albert Bandura)

33
Q

John Piaget proposed 4 phases of cognitive development that all children pass through.
Phase 1 from 0-2 years: infants learn by using their senses and motor skills. Learning is largely trial and error.

A

Sensorimotor

34
Q

John Piaget proposed 4 phases of cognitive development that all children pass through.
Phase 2: 2-7 years. Children use symbols (language) to represent the world and begin to develop logic. Children are egocentric and unable to take the perspectives of others. They lack conversation skills and the ability to recognize that an object remains the same even if altered in presentation.

A

Preoperational

35
Q

John Piaget proposed 4 phases of cognitive development that all children pass through.
Phase 3: 7-11 years. Logical reasoning develops, as long as the problem is in the here and now rather than abstract.

A

Concrete Operational

36
Q

John Piaget proposed 4 phases of cognitive development that all children pass through.
Phase 4: 11-15 years. The adolescent improves on logical reasoning and can now solve abstract reasoning. Reasoning is more systematic but also more idealistic.

A

Formal Operational

37
Q

In 1998 theorist Robbie Case analyzed the development of a higher form of thinking where one “thinks about thinking”. What is this higher form of thinking termed?

A

Metacognition

38
Q

This theory contends that people have a natural capacity to make decisions about their lives and control their behavior. It emphasizes free will.

A

Humanistic theory

39
Q

Abraham Maslow (humanistic perspective) believed that self actualization was the primary goal in life, but could not be reached until the lower levels of needs were met. What are the 5 levels of needs based on Maslow’s hierarchy?

A
  1. Physiologic needs (food, water, shelter)
  2. Safety & security needs
  3. Social needs (belonging, affection, relationships)
  4. Self-esteem needs (recognition, status, self-respect)
  5. Self-actualization needs (personal growth & fulfillment)
40
Q

Describe the difference between continuous change and discontinuous change.

(Continuity vs. Discontinuity)

A

Continuous change or development is gradual and quantifiable with each step of development building on the last. An example would be height.

Discontinuous change describes development that occurs in distinct changes. It describes a more qualitative change, rather than a quantitative, such as developing new ways of cognitive thinking.

Life Span Psychology (11 decks)

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