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Developmental Psychology Preliminary Exam > Lifespan Perspectives > Flashcards

Lifespan Perspectives Flashcards

Covers all lifespan perspectives of OLFU prelims

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1
Q

In the life span perspective, early adulthood is not the end point of development; rather, no age period dominates development. Research increasingly studies the experiences and psychological orientations of adults at different points in their lives.

A. Development is lifelong
B. Development is Multidimensional
C. Development is Multidirectional
D. Development is Plastic

A

A. Development is lifelong

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2
Q

No matter what your age might be, your body, mind, emotions, and relationships are changing and affecting each other. Development has biological, cognitive, and socioemotional dimension. Even within a dimension, there are more components. example: attention, memory, abstract thinking, speed of processing information and social intelligence are just a few components of the cognitive dimension.

A. Development is lifelong
B. Development is Multidimensional
C. Development is Multidirectional
D. Development is Plastic

A

B. Development is Multidimensional

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3
Q

Throughout life, some dimensions or components of dimensions expand, and others shrink. example: when one language (such as English) is acquired early in development, the capacity for acquiring second and third languages, (such as Spanish and Chinese) decrease later in development, especially after early childhood

A. Development is lifelong
B. Development is Multidimensional
C. Development is Multidirectional
D. Development is Plastic

A

C. Development is Multidirectional

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4
Q

This means the capacity for change. example: can you still improve your intellectual skills when you are in your seventies or eighties? Or might these intellectual skills be fixed by the time you are in your thirties so that further improvement is impossible? Researchers have found that the cognitive skills of older adults can be improved through training and acquisition of better strategies. However, possibly we possess less capacity for change as we grow older.

A. Development is lifelong
B. Development is Multidimensional
C. Development is Multidirectional
D. Development is Plastic

A

D. Development is Plastic

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5
Q

Defined as systematic changes and continuities in the individual that occur between conception and death, or from “womb to tomb.”

A. Development
B. Development Science is Multidisciplinary
C. Development is Contextual

A

A. Development

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6
Q

Psychologist, sociologist, anthropologist, neuroscientist, and medical researchers all share an interest in unlocking the mysteries of development through the life span.

A. Development
B. Development Science is Multidisciplinary
C. Development is Contextual

A

B. Development Science is Multidisciplinary

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7
Q

All development occurs within a context, or setting contexts including families, schools, peer groups, churches, cities, neighborhoods, university laboratories, countries and so on. Each of these settings is influenced by historical, economic, social, and cultural factors.

A. Development
B. Development Science is Multidisciplinary
C. Development is Contextual

A

C. Development is Contextual

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8
Q

This is similar for individuals in a particular age group. These influences include biological processes such as puberty and menopause. They also include sociocultural factors and environmental processes such as beginning formal education and retiring from the workforce.

A. Normative age-graded influence
B. Normative history-graded influences
C. Non-Normative life events

A

A. Normative age-graded influence

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9
Q

These are unusual occurrences that have a major impact on the lives of an individual people such as the pandemic.

A. Normative age-graded influence
B. Normative history-graded influences
C. Non-Normative life events

A

B. Normative history-graded influences

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10
Q

Health, parenting, and education like development itself are all shaped by their sociocultural context.

A. Sociocultural contexts and diversity
B. Culture
C. Cross-cultural studies

A

A. Sociocultural contexts and diversity

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11
Q

It encompasses the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation.

A. Sociocultural contexts and diversity
B. Culture
C. Cross-cultural studies

A

B. Culture

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12
Q

Compare aspects of two or more cultures.

A. Sociocultural contexts and diversity
B. Culture
C. Cross-cultural studies

A

C. Cross-cultural studies

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13
Q

The growth of the body and its organs, the functioning of physiological systems, physical signs of aging, changes in motor abilities, and so on.

A. Physical Development
B. Cognitive Development
C. Psychosocial Development

A

A. Physical Development

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14
Q

Changes and continuities in perception, language, learning, memory, problem solving, and other mental processes.

A. Physical Development
B. Cognitive Development
C. Psychosocial Development

A

B. Cognitive Development

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15
Q

Changes and carry-over in personal and interpersonal aspects of development, such as motives, emotions, personality traits, interpersonal skills and relationships, and roles played in the family and in the larger society.

A. Physical Development
B. Cognitive Development
C. Psychosocial Development

A

C. Psychosocial Development

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16
Q

side of the debate are those who emphasize the influence of heredity, universal maturational processes guided by the genes, biologically based predispositions produced by evolution, and biological influences such as hormones and brain growth spurts. Development is largely brought about by maturation.

A. Nature
B. Nurture

A

A. Nature

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17
Q

side of the debate is those who emphasize change in response to environment—all the external physical and social conditions, stimuli, and events that can affect us, from crowded living quarters and polluted air to social interactions with family members, peers, and teachers, to the neighborhood and broader cultural context in which we develop.

A. Nature B. Nurture

A

B. Nurture

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18
Q

Conception to birth

A. Prenatal Period
B. Infancy
C. Preschool Period
D. Middle Childhood

A

A. Prenatal Period

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19
Q

First 2 years of life.

A. Prenatal Period
B. Infancy
C. Preschool Period
D. Middle Childhood

A

B. Infancy

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20
Q

2 to 5/6 years (some prefer to describe as toddlers children who have begun to walk and are age 1 to 3).

A. Prenatal Period
B. Infancy
C. Preschool Period
D. Middle Childhood

A

C. Preschool Period

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21
Q

6 to about 12 years (or until the onset of puberty)

A. Prenatal Period
B. Infancy
C. Preschool Period
D. Middle Childhood

A

D. Middle Childhood

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22
Q

Approximately 12 to 20 (or when the individual becomes relatively independent of parents and begins to assume adult roles)

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

A. Adolescence

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23
Q

20 to 40 years old

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

B. Early Adulthood

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24
Q

40 to 65 years old

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

C. Middle Adulthood

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25
Q

65 years and older

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

D. Late Adulthood

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26
Q

is an immediate physical and social environment in which the person interacts face-to-face with other people and its influence is affected by them. Mostly, family.

A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem

A

A. Microsystem

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27
Q

consists of the interrelationships or linkages between two or more microsystems.

A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem

A

B. Mesosystem

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28
Q

consists of linkages involving social settings that individuals do not experience directly but that can still influence their development.

A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem

A

C. Exosystem

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29
Q

is the larger cultural context in which the microsystem, mesosystem, and exosystem are embedded.

A. Microsystem
B. Mesosystem
C. Exosystem
D. Macrosystem

A

D. Macrosystem

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30
Q

Written questionnaires or surveys, ability and achievement tests, and personality scales all involve asking people questions either about themselves (self-report measures) or about someone else.

A. Verbal Reports-Interview
B. Behavioral Observations
C. Physiological Measurements
D. Experimental
E. Correlational Method

A

A. Verbal Reports-Interview

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31
Q

Naturalistic observation and structured observation; that is, they create special conditions designed to elicit the behavior of interest.

A. Verbal Reports-Interview
B. Behavioral Observations
C. Physiological Measurements
D. Experimental
E. Correlational Method

A

B. Behavioral Observations

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32
Q

This is used to monitor the reactions of a person. This can be done by observing the person, eg pupil dilation, breathing rate, pulse rate, skin colour, perspiration, blood sugar levels (pre/post insulin levels).

A. Verbal Reports-Interview
B. Behavioral Observations
C. Physiological Measurements
D. Experimental
E. Correlational Method

A

C. Physiological Measurements

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33
Q

an investigator manipulates or alters some aspect of the environment to see how this affects the behavior of the sample of individuals studied. With independent variable and dependent variable. With control group and experimental group

A. Verbal Reports-Interview
B. Behavioral Observations
C. Physiological Measurements
D. Experimental
E. Correlational Method

A

D. Experimental

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34
Q

generally involves determining whether two or more variables are related in a systematic way. Researchers do not randomly assign participants to treatment conditions, manipulate the independent variable, or control other factors, as in an experiment.

A. Verbal Reports-Interview
B. Behavioral Observations
C. Physiological Measurements
D. Experimental
E. Correlational Method

A

E. Correlational Method

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35
Q

This is the effects of getting older.

A. Age effects
B. Cohort Effects
C. Time of Measurement Effects

A

A. Age effects

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36
Q

are the effects of being born as a member of a particular generation in a particular historical context.

A. Age effects
B. Cohort Effects
C. Time of Measurement Effects

A

B. Cohort Effects

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37
Q

the effects of being born as a member of a particular generation in a particular historical context.

A. Age effects
B. Cohort Effects
C. Time of Measurement Effects

A

C. Time of Measurement Effects

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38
Q

the performances of people of different age groups, or cohorts, are compared.

A. Cross-sectional Design
B. Longitudinal Design
C. Sequential Design

A

A. Cross-sectional Design

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39
Q

the performance of one cohort of individuals is assessed repeatedly over time.

A. Cross-sectional Design
B. Longitudinal Design
C. Sequential Design

A

B. Longitudinal Design

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40
Q

combines the cross-sectional approach and the longitudinal approach in a single study.

A. Cross-sectional Design
B. Longitudinal Design
C. Sequential Design

A

C. Sequential Design

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41
Q

Is development primarily the product of genes, biology, and maturation? or of experience, learning and social influence?

A. Nature vs Nurture
B. Goodness vs Badness of Human Nature
C. Activity vs Passivity
D. Continuity vs Discontinuity
E. Universality vs Context Specificity

A

A. Nature vs Nurture

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42
Q

Are humans innately good, innately bad, neither (tabula rasae), or both?

A. Nature vs Nurture
B. Goodness vs Badness of Human Nature
C. Activity vs Passivity
D. Continuity vs Discontinuity
E. Universality vs Context Specificity

A

B. Goodness vs Badness of Human Nature

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43
Q

Do humans actively shape their own environments and contribute to their own development or are they passively shaped by forces beyond their control?

A. Nature vs Nurture
B. Goodness vs Badness of Human Nature
C. Activity vs Passivity
D. Continuity vs Discontinuity
E. Universality vs Context Specificity

A

C. Activity vs Passivity

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44
Q

Do humans change gradually and in quantitative ways? or do they progress through qualitatively different stages and change dramatically into different beings?

A. Nature vs Nurture
B. Goodness vs Badness of Human Nature
C. Activity vs Passivity
D. Continuity vs Discontinuity
E. Universality vs Context Specificity

A

D. Continuity vs Discontinuity

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45
Q

Is development similar from person to person and from culture to culture? or do pathways of development vary considerably depending on the social contexts?

A. Nature vs Nurture
B. Goodness vs Badness of Human Nature
C. Activity vs Passivity
D. Continuity vs Discontinuity
E. Universality vs Context Specificity

A

E. Universality vs Context Specificity

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46
Q

Libido is focused on the mouth as a source of pleasure. Obtaining oral gratification from a mother figure is critical to later development.

A. Oral Stage/Trust vs Mistrust (birth-1 year)
B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)
C. Phallic Stage/Initiative vs Guilt (3-6 years)
D. Latent Period/Industry vs Inferiority (6-12 years)
E. Genital Stage/Identity vs role confusion (12 to 20 years)

A

A. Oral Stage/Trust vs Mistrust (birth-1 year)

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47
Q

Libido is focused on the anus, and toilet training creates conflicts between the child’s biological urges and the society’s demands.

A. Oral Stage/Trust vs Mistrust (birth-1 year)
B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)
C. Phallic Stage/Initiative vs Guilt (3-6 years)
D. Latent Period/Industry vs Inferiority (6-12 years)
E. Genital Stage/Identity vs role confusion (12 to 20 years)

A

B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)

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48
Q

Libido centers on the genitals. Resolution of the Oedipus or the Electra complex results in identification with the same-sex parent and development of the superego.

A. Oral Stage/Trust vs Mistrust (birth-1 year)
B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)
C. Phallic Stage/Initiative vs Guilt (3-6 years)
D. Latent Period/Industry vs Inferiority (6-12 years)
E. Genital Stage/Identity vs role confusion (12 to 20 years)

A

C. Phallic Stage/Initiative vs Guilt (3-6 years)

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49
Q

Energy is invested in schoolworks and play with same-sex friends and libido is quiet.

A. Oral Stage/Trust vs Mistrust (birth-1 year)
B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)
C. Phallic Stage/Initiative vs Guilt (3-6 years)
D. Latent Period/Industry vs Inferiority (6-12 years)
E. Genital Stage/Identity vs role confusion (12 to 20 years)

A

D. Latent Period/Industry vs Inferiority (6-12 years)

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50
Q

Puberty reawakens the sexual instincts as youth seeks to establish mature sexual relationships and pursue the biological goal of reproduction.

A. Oral Stage/Trust vs Mistrust (birth-1 year)
B. Anal Stage/Autonomy vs. Shame and doubt (1-3 years)
C. Phallic Stage/Initiative vs Guilt (3-6 years)
D. Latent Period/Industry vs Inferiority (6-12 years)
E. Genital Stage/Identity vs role confusion (12 to 20 years)

A

E. Genital Stage/Identity vs role confusion (12 to 20 years)

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51
Q

Infants must learn to trust their caregivers to meet their needs. Responsive parenting is critical.

A. Trust vs Mistrust (birth-1 year)
B. Autonomy vs. Shame and doubt (1-3 years)
C. Initiative vs Guilt (3-6 years)
D. Industry vs Inferiority (6-12 years)

A

A. Trust vs Mistrust (birth-1 year)

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52
Q

Children must learn to be autonomous or have control over their actions to assert their wills and things for themselves or they will doubt their abilities.

A. Trust vs Mistrust (birth-1 year)
B. Autonomy vs. Shame and doubt (1-3 years)
C. Initiative vs Guilt (3-6 years)
D. Industry vs Inferiority (6-12 years)

A

B. Autonomy vs. Shame and doubt (1-3 years)

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53
Q

Preschoolers develop initiative by devising and carrying out bold plans, but they must learn not to impinge on the rights of others.

A. Trust vs Mistrust (birth-1 year)
B. Autonomy vs. Shame and doubt (1-3 years)
C. Initiative vs Guilt (3-6 years)
D. Industry vs Inferiority (6-12 years)

A

C. Initiative vs Guilt (3-6 years)

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54
Q

Children must master important social and academic skills and keep up with their peers: otherwise, they will feel inferior.

A. Trust vs Mistrust (birth-1 year)
B. Autonomy vs. Shame and doubt (1-3 years)
C. Initiative vs Guilt (3-6 years)
D. Industry vs Inferiority (6-12 years)

A

D. Industry vs Inferiority (6-12 years)

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55
Q

Adolescents ask who they are and must establish social and vocational identities; otherwise, they will remain confused about the roles they should play as adults.

A. Identity vs Role Confusion (12-20 years)
B. Intimacy vs Isolation (20-40 years)
C. Generativity vs Stagnation (40-60 years)
D. Integrity vs Despair (65 years-older)

A

A. Identity vs Role Confusion (12-20 years)

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56
Q

Young adults seek to form a shared identity with another person, but may fear intimacy and experience loneliness and isolation.

A. Identity vs Role Confusion (12-20 years)
B. Intimacy vs Isolation (20-40 years)
C. Generativity vs Stagnation (40-60 years)
D. Integrity vs Despair (65 years-older)

A

B. Intimacy vs Isolation (20-40 years)

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57
Q

Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers; otherwise, they will become stagnant and self-centered.

A. Identity vs Role Confusion (12-20 years)
B. Intimacy vs Isolation (20-40 years)
C. Generativity vs Stagnation (40-60 years)
D. Integrity vs Despair (65 years-older)

A

C. Generativity vs Stagnation (40-60 years)

58
Q

Older adults must come to view their lives as meaningful to face death without worries and regrets.

A. Identity vs Role Confusion (12-20 years)
B. Intimacy vs Isolation (20-40 years)
C. Generativity vs Stagnation (40-60 years)
D. Integrity vs Despair (65 years-older)

A

D. Integrity vs Despair (65 years-older)

59
Q

simple form of learning in which a stimulus that initially had no effect on the individual comes to elicit a response through its association with a stimulus that already elicits the response.

A. Classical Conditioning
B. Operant Conditioning
C. Social Cognitive Theory
D. Observational Learning

A

A. Classical Conditioning

60
Q

a learner first behaves in some way and then comes to associate this action with the positive or negative consequences that follow it. The basic principle behind this conditioning makes sense: people tend to repeat behaviors that have pleasant consequences and cut down on behaviors that have unpleasant consequences.

A. Classical Conditioning
B. Operant Conditioning
C. Social Cognitive Theory
D. Observational Learning

A

B. Operant Conditioning

61
Q

claims that humans are cognitive beings whose active processing of information plays a critical role in their learning, behavior, and development. Bandura argues that human learning is very different from rat learning because humans have far more sophisticated cognitive capabilities.

A. Classical Conditioning
B. Operant Conditioning
C. Social Cognitive Theory
D. Observational Learning

A

C. Social Cognitive Theory

62
Q

is simply learning by observing the behavior of other people (learn to speak etc.)

A. Classical Conditioning
B. Operant Conditioning
C. Social Cognitive Theory
D. Observational Learning

A

D. Observational Learning

63
Q

Dad gives in to the whining and lets Moosie play Nintendo, making whining more likely to happen in the future.

A. Positive Reinforcement
B. Negative Reinforcement
C. Positive Punishment
D. Negative Punishment

A

A. Positive Reinforcement, adding a pleasant stimulus (Strengthens the behavior)

64
Q

Dad stops joking with Lulu. Moosie gets very jealous when Dad pays attention to Lulu, so his whining enables him to bring this unpleasant state of affairs to an end.

A. Positive Reinforcement
B. Negative Reinforcement
C. Positive Punishment
D. Negative Punishment

A

B. Negative Reinforcement, withdrawing an unpleasant stimulus (strengthens the behavior)

65
Q

Dad calls Moosie a “baby” Moosie does not like this at all and is less likely to whine in the future.

A. Positive Reinforcement
B. Negative Reinforcement
C. Positive Punishment
D. Negative Punishment

A

C. Positive Punishment, adding an unpleasant stimulus (weakens the behavior)

66
Q

Dad confiscates Moosie’s favorite Nintendo game to discourage whining in the future

A. Positive Reinforcement
B. Negative Reinforcement
C. Positive Punishment
D. Negative Punishment

A

D. Negative Punishment, withdrawing a pleasant stimulus (weakens the behavior)

67
Q

Learners become more or less likely to perform a behavior based on the consequences experienced by the model they observe.

A. Vicarious Reinforcement
B. Human Agency
C. Self-efficacy

A

A. Vicarious Reinforcement

68
Q

ways in which people deliberately exercise cognitive control over themselves, their environments, and their lives.

A. Vicarious Reinforcement
B. Human Agency
C. Self-efficacy

A

B. Human Agency

69
Q

the belief that one can effectively produce desired outcomes in a particular area of life.

A. Vicarious Reinforcement
B. Human Agency
C. Self-efficacy

A

C. Self-efficacy

70
Q

Infants use their senses and motor actions to explore and understand the world. At the start they have only innate reflexes, bvut they develop increasingly “intelligent” actions, By the end, they are capable of symbolic thoughts using images or words and can therefore paln solutions to problem mentally.

A. Sensorimotor (Birth-2 years)
B. Preoperational (2-7 years)
C. Concrete Operations (7-11 years)
D. Formal Operations (11-12 years and older)

A

A. Sensorimotor (Birth-2 years)

71
Q

Preschoolers use their capacity for symbolic thought to develop language, engage in pretend play, and solve problems, but their thinking is not yet logical; they are egocentric (unable to take others’ perspectives) and are easily fooled by perceptions because they cannot rely on logical operations.

A. Sensorimotor (Birth-2 years)
B. Preoperational (2-7 years)
C. Concrete Operations (7-11 years)
D. Formal Operations (11-12 years and older)

A

B. Preoperational (2-7 years)

72
Q

School-age children acquire concrete logical operations that allow them to mentally classify, add, and otherwise act on concrete objects in their heads. They can solve practical, real-world problems through a trial-and-error approach but have difficulty with hypothetical and abstract problems.

A. Sensorimotor (Birth-2 years)
B. Preoperational (2-7 years)
C. Concrete Operations (7-11 years)
D. Formal Operations (11-12 years and older)

A

C. Concrete Operations (7-11 years)

73
Q

Adolescents can think abstract concepts and purely hypothetical possibilities and can trace the long-range consequences of possible actions. With age and experience, they can form hypotheses and systematically test them using scientific method.

A. Sensorimotor (Birth-2 years)
B. Preoperational (2-7 years)
C. Concrete Operations (7-11 years)
D. Formal Operations (11-12 years and older)

A

D. Formal Operations (11-12 years and older)

74
Q

prompts us to ask how the characteristics and behaviors we commonly observe in humans today may have helped our ancestors adapt to their environment and consequently may have become part of the shared genetic endowment of our species.

A. Evolutionary
B. Ethology
C. Epigenetic Psychobiological system perspective

A

A. Evolutionary

75
Q

the study of the evolved behavior of various species in their natural environments. (Konrad Lorenz and Niko Tinbergen)

A. Evolutionary
B. Ethology
C. Epigenetic Psychobiological system perspective

A

B. Ethology

76
Q

Human development is multiply determined and cannot be understood within the scope of a single framework. The basic premises of the life-span perspective is that aging is a lifelong process of growing up and growing old, beginning with conception, and ending with death.

A. Life-Span Perspective
B. Life-Course Perspective
C. Epigenetic Psychobiological Perspective

A

A. Life-Span Perspective

77
Q

describes the ways in which various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts.

A. Life-Span Perspective
B. Life-Course Perspective
C. Epigenetic Psychobiological Perspective

A

B. Life-Course Perspective

78
Q

Gilbert Gottlieb studied how products of evolution such as genes and hormones interact with environmental factors to guide the individual’s development.

A. Life-Span Perspective
B. Life-Course Perspective
C. Epigenetic Psychobiological Perspective

A

C. Epigenetic Psychobiological Perspective

79
Q

Personality is developed through sequence of stages. (More focused on life cycle than biological)

A. Erik Erikson Psychosocial Theory
B. B.F Skinner’s Learning Theory
C. Albert Bandura’s Social Learning Theory
D. Jean Piaget’s Cognitive Theory
E. Vygotsky’s Cognitive Theory

A

A. Erik Erikson Psychosocial Theory

80
Q

Environment controls behavior. (Some emphasis on biological and psychological but major focus on social; little recognition of life cycle)

A. Erik Erikson Psychosocial Theory
B. B.F Skinner’s Learning Theory
C. Albert Bandura’s Social Learning Theory
D. Jean Piaget’s Cognitive Theory
E. Vygotsky’s Cognitive Theory

A

B.F Skinner’s Learning Theory

81
Q

People learn through modeling and observing

A. Erik Erikson Psychosocial Theory
B. B.F Skinner’s Learning Theory
C. Albert Bandura’s Social Learning Theory
D. Jean Piaget’s Cognitive Theory
E. Vygotsky’s Cognitive Theory

A

C. Albert Bandura’s Social Learning Theory

82
Q

Thinking develops in a sequence of stages (main emphasis on biological and social forces. less on psychological, little on life cycle.)

A. Erik Erikson Psychosocial Theory
B. B.F Skinner’s Learning Theory
C. Albert Bandura’s Social Learning Theory
D. Jean Piaget’s Cognitive Theory
E. Vygotsky’s Cognitive Theory

A

D. Jean Piaget’s Cognitive Theory

83
Q

Development is influenced by culture ( emphasis on psychological and social forces)

A. Erik Erikson Psychosocial Theory
B. B.F Skinner’s Learning Theory
C. Albert Bandura’s Social Learning Theory
D. Jean Piaget’s Cognitive Theory
E. Lev Vygotsky’s Sociocultural Cognitive Theory

A

E. Lev Vygotsky’s Sociocultural Cognitive Theory

84
Q

Developing person embedded in a series of interacting system (Low emphasis on biological, moderate on psychological and life cycle, but heavy on social)

A. Urie Bronfenbrenner’s ecological theory
B. Lawton and Nahemow’s Competence-environmental Theory
C. Paul Baltes’ Life-Span Perspective
D. Glen Elder’s Life-Course Theory

A

A. Urie Brofenbrenner’s ecological theory

85
Q

Adaptation is optimal when ability and demands are in balance (Strong emphasis on biological, psychological, and social; moderate on life cycle)

A. Urie Bronfenbrenner’s ecological theory
B. Lawton and Nahemow’s Competence-environmental Theory
C. Paul Baltes’ Life-Span Perspective
D. Glen Elder’s Life-Course Theory

A

B. Lawton and Nahemow’s Competence-environmental Theory

86
Q

Development is multiply determined;’ optimization of goals (strong emphasis on the interactions of all four forces, cannot consider any in isolation)

A. Urie Bronfenbrenner’s ecological theory
B. Lawton and Nahemow’s Competence-environmental Theory
C. Paul Baltes’ Life-Span Perspective
D. Glen Elder’s Life-Course Theory

A

C. Paul Baltes’ Life-Span Perspective

87
Q

Life course transitions decreasingly tied to age: increased continuity over time; specific life paths across domains are interdependent

A. Urie Bronfenbrenner’s ecological theory
B. Lawton and Nahemow’s Competence-environmental Theory
C. Paul Baltes’ Life-Span Perspective
D. Glen Elder’s Life-Course Theory

A

D. Glen Elder’s Life-Course Theory

strong emphasis on: psychological, socio-cultural, life cycle

less on: biological

88
Q

comes from the Greek word which means “nation”

A. Ethnic
B. Socioeconomic Status
C. Gender
D. Social Policy

A

A. Ethnic

89
Q

refers to a person’s position within society based on occupational, educational, and economic characteristics.

A. Ethnic
B. Socioeconomic Status
C. Gender
D. Social Policy

A

B. Socioeconomic Status

90
Q

refers to the characteristics of people as males and females.

A. Ethnic
B. Socioeconomic Status
C. Gender
D. Social Policy

A

C. Gender

91
Q

is a government’s course of action designed to promote the welfare of the citizens.

A. Ethnic
B. Socioeconomic Status
C. Gender
D. Social Policy

A

D. Social Policy

92
Q

produce changes in an individual’s physical nature

A. Biological Processes
B. Cognitive Processes
C. Socioemotional Processes
D. Cognitive Neuroscience
E. Social Neuroscience

A

A. Biological Processes

93
Q

Changes in the individual’s thought, intelligence, and language.

A. Biological Processes
B. Cognitive Processes
C. Socioemotional Processes
D. Cognitive Neuroscience
E. Social Neuroscience

A

B. Cognitive Processes

94
Q

involve changes in the individual’s relationships with other people, changes in emotions, and changes in personality.

A. Biological Processes
B. Cognitive Processes
C. Socioemotional Processes
D. Cognitive Neuroscience
E. Social Neuroscience

A

C. Socioemotional Processes

95
Q

which explores links between development, cognitive processes, and the brain.

A. Biological Processes
B. Cognitive Processes
C. Socioemotional Processes
D. Cognitive Neuroscience
E. Social Neuroscience

A

D. Cognitive Neuroscience

96
Q

which examines connections between socioemotional processes, development, and the brain

A. Biological Processes
B. Cognitive Processes
C. Socioemotional Processes
D. Cognitive Neuroscience
E. Social Neuroscience

A

E. Social Neuroscience

97
Q

Is the time from conception birth. It involves tremendous growth from a single cell to an organism complete with brain and behavioral capabilities and takes place in approximately a 9-month period.

A. Prenatal Period
B. Infancy
C. Toddler
D. Early Childhood
E. Middle and Late Childhood

A

A. Prenatal Period

98
Q

Is the development period from birth to 18 or 24 months. A time of extreme dependence upon adults. During this period, many psychological activities. Language symbolic thought, sensorimotor coordination, and social learning.

A. Prenatal Period
B. Infancy
C. Toddler
D. Early Childhood
E. Middle and Late Childhood

A

B. Infancy

99
Q

used to describe 1 to 3 years of age. They are in transitional period between infancy and the next period.

A. Prenatal Period
B. Infancy
C. Toddler
D. Early Childhood
E. Middle and Late Childhood

A

C. Toddler

100
Q

Is the developmental period from 3 through 5 years of age. During this time, young children learn to become more self-sufficient and to care for themselves, develop school readiness skills, and spend many hours playing with peers.

A. Prenatal Period
B. Infancy
C. Toddler
D. Early Childhood
E. Middle and Late Childhood

A

D. Early Childhood

101
Q

Is the developmental period from about 6 to 10 years/11 years of age, approximately corresponding to the elementary school years. During this period, children master the fundamental skills of reading, writing and arithmetic, and they are formally exposed to the larger world and its culture.

A. Prenatal Period
B. Infancy
C. Toddler
D. Early Childhood
E. Middle and Late Childhood

A

E. Middle and Late Childhood

102
Q

Is the developmental period of transition from childhood to early adulthood, entered at approximately 10 to 12 years of age and ending 18 to 21 years of age. It begins with rapid physical changes, dramatic gains to height and weight, changes in body contour and development of sexual characteristics such as enlargement of the breasts, growth of pubic hair and facial hair and deepening of voice. At this point in development, the pursuit of independence and an identity are preeminent. Thought is more logical, abstract, and idealistic. More time spent outside the family.

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

A. Adolescence

103
Q

Is the developmental period that begins in the early twenties and lasts through the thirties. It is a time of establishing personal and economic independence, advancing in career, and for many, selecting a mate, learning to live with that person in an intimate way, starting a family, and rearing children.

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

B. Early Adulthood

104
Q

Is the developmental period from approximately 40 to about 50 years of age. It is a time of expanding personal and social involvement and responsibility of assisting the next generation in becoming competent, mature individuals and reaching and maintaining satisfaction in a career.

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

C. Middle Adulthood

105
Q

Is the developmental period that begins during the sixties or seventies and last until death. It is a time of life review, retirement, and adjustment to new social roles and diminishing strength and health.

A. Adolescence
B. Early Adulthood
C. Middle Adulthood
D. Late Adulthood

A

D. Late Adulthood

106
Q

childhood and adolescence

A. First Age
B. Second Age
C. Third Age
D. Fourth Age

A

A. First Age

107
Q

prime adulthood, ages 20 through 59 years old

A. First Age
B. Second Age
C. Third Age
D. Fourth Age

A

B. Second Age

108
Q

Approximately 60 to 79 years of age

A. First Age
B. Second Age
C. Third Age
D. Fourth Age

A

C. Third Age

109
Q

approximately 80 years and older

A. First Age
B. Second Age
C. Third Age
D. Fourth Age

A

D. Fourth Age

110
Q

Characterizes most individuals, for whom psychological functioning often peaks in early middle age.

A. Normal Aging
B. Pathological Aging
C. Successful Aging

A

A. Normal Aging

111
Q

characterizes individuals who show greater than average decline as they age through the adult years.

A. Normal Aging
B. Pathological Aging
C. Successful Aging

A

B. Pathological Aging

112
Q

characterizes individuals whose positive physical, cognitive, and socioemotional development is maintained longer, declining later in old age than is the case for most people.

A. Normal Aging
B. Pathological Aging
C. Successful Aging

A

C. Successful Aging

113
Q

the number of years that have elapsed since birth.

A. Chronological Age
B. Psychological Age
C. Biological Age
D. Social Age

A

A. Chronological Age

114
Q

an individual’s adaptive capacities compared with those of other individuals of the same chronological age.

A. Chronological Age
B. Psychological Age
C. Biological Age
D. Social Age

A

B. Psychological Age

115
Q

A person’s age in terms of biological health.

A. Chronological Age
B. Psychological Age
C. Biological Age
D. Social Age

A

C. Biological Age

116
Q

Refers to connectedness with others and the social roles individuals adopt.

A. Chronological Age
B. Psychological Age
C. Biological Age
D. Social Age

A

D. Social Age

117
Q

Involves the extent to which development is influenced by nature and nurture.

A. Nature and Nurture
B. Stability and Change
C. Continuity and Discontinuity
D. Evaluating the Developmental issues

A

A. Nature and Nurture

118
Q

Involves the degree to which early traits and characteristics persist through life or change

A. Nature and Nurture
B. Stability and Change
C. Continuity and Discontinuity
D. Evaluating the Developmental issues

A

B. Stability and Change

119
Q

Focus on the degree to which development involves either gradual, cumulative change or distinct stages.

A. Nature and Nurture
B. Stability and Change
C. Continuity and Discontinuity
D. Evaluating the Developmental issues

A

C. Continuity and Discontinuity

120
Q

Most life span developments acknowledge that development is not all nature or all nurture, not all stability or all change, and not al continuity or all discontinuity. Nature and nurture, stability and change, continuity and discontinuity characterize development throughout the human life span.

A. Nature and Nurture
B. Stability and Change
C. Continuity and Discontinuity
D. Evaluating the Developmental issues

A

D. Evaluating the Developmental issues

121
Q

This method needs to be systematic when collecting data.

A. Observation
B. Laboratory
C. Survey and Interview

A

A. Observation

122
Q

A controlled setting where many of the complex factors of the “real world” are absent.

A. Observation
B. Laboratory
C. Survey and Interview

A

B. Laboratory

123
Q

Sometimes the best and quickest wat to get information.

A. Observation
B. Laboratory
C. Survey and Interview

A

C. Survey and Interview

124
Q

Is an in depth look at a single individual.

A. Case Study
B. Physiological Measures
C. Standardized Test

A

A. Case Study

125
Q

The study of development at different points in the lifespan. Research designs.

A. Case Study
B. Physiological Measures
C. Standardized Test

A

B. Physiological Measures

126
Q

has uniform procedures for administration and scoring.

A. Case Study
B. Physiological Measures
C. Standardized Test

A

C. Standardized Test

127
Q

It aims to observe and record behavior.

A. Descriptive Research
B. Correlational Research
C. Experimental Research
D. Independent and Dependent variables
E. Experimental and Control Groups.

A

A. Descriptive Research

128
Q

The goal is to describe the strength of the relationship between two or more characteristics.

A. Descriptive Research
B. Correlational Research
C. Experimental Research
D. Independent and Dependent variables
E. Experimental and Control Groups.

A

B. Correlational Research

129
Q

A carefully regulated procedure in which one or more factors are believed to influence the behavior being studied.

A. Descriptive Research
B. Correlational Research
C. Experimental Research
D. Independent and Dependent variables
E. Experimental and Control Groups.

A

C. Experimental Research

130
Q

Include two types of changeable factors or variables.

A. Descriptive Research
B. Correlational Research
C. Experimental Research
D. Independent and Dependent variables
E. Experimental and Control Groups.

A

D. Independent and Dependent variables

131
Q

Include two types of changeable factors or variables.

A. Descriptive Research
B. Correlational Research
C. Experimental Research
D. Independent and Dependent variables
E. Experimental and Control Groups.

A

E. Experimental and Control Groups.

132
Q

A research strategy that simultaneously compares individuals of different ages.

A. Cross-sectional approach
B. Longitudinal approach
C. Cohort Effects

A

A. Cross-sectional approach

133
Q

A research strategy in which the same individuals are studied over a period.

A. Cross-sectional approach
B. Longitudinal approach
C. Cohort Effects

A

B. Longitudinal approach

134
Q

Are due to a person’s time of birth, era, or generation but not to actual age.

A. Cross-sectional approach
B. Longitudinal approach
C. Cohort Effects

A

C. Cohort Effects

135
Q

all participants must know what their research participation will involve and what risks might develop.

A. Informed Consent
B. Confidentiality
C. Debriefing
D. Deception

A

A. Informed Consent

136
Q

Researchers are responsible for keeping all the data they gather, completely confidential and when possible, completely anonymous.

A. Informed Consent
B. Confidentiality
C. Debriefing
D. Deception

A

B. Confidentiality

137
Q

Participants should be informed of its purpose and the methods that were used.

A. Informed Consent
B. Confidentiality
C. Debriefing
D. Deception

A

C. Debriefing

138
Q

Telling the participants beforehand what the research study is about substantially alters the participants behavior and invalidates the researcher’s data.

A. Informed Consent
B. Confidentiality
C. Debriefing
D. Deception

A

D. Deception

139
Q

For most of its existence, our society has had a strong gender bias, a preconceived notion about the abilities of women and men that prevented individuals from pursuing their own interests and achieving their potential.

A. Gender Bias
B. Cultural and Ethical Bias
C. Ethic Gloss

A

A. Gender Bias

140
Q

Today there is a growing realization that research on life span development needs to include more people from diverse ethnic groups.

A. Gender Bias
B. Cultural and Ethical Bias
C. Ethic Gloss

A

B. Cultural and Ethical Bias

141
Q

Using an ethnic label such as African American or Latino in a superficial way that portrays an ethnic group.

A. Gender Bias
B. Cultural and Ethical Bias
C. Ethic Gloss

A

C. Ethic Gloss

Developmental Psychology Preliminary Exam (14 decks)

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