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Developmental Psychology > PART 2. THEORY & RESEARCH > Flashcards

PART 2. THEORY & RESEARCH Flashcards

1
Q

Coherent set of logically related concepts that seeks to organize, explain, and predict data.

A

Theory

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2
Q

Possible explanations for phenomena, used to predict the outcome of research.

A

Hypotheses

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3
Q

2 Basic Issues

A

Active or Reactive

Continuous or Discontinuous

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4
Q

Who proposed the mechanistic model?

A

John Locke

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5
Q

Who proposed the organismic model?

A

Jean Jacques Rousseau

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6
Q

This model believes that people are like machines that react to the environment. It believes development is continuous and changes are quantitative.

A

Mechanistic Model

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7
Q

This model believes that people are active, growing organisms that set their own development in action. It believes development is discontinuous and changes are qualitative.

A

Organismic Model

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8
Q

5 MAJOR PERSPECTIVES OF HUMAN DEVELOPMENT

A 
Psychoanalytic
Learning
Cognitive
Contextual
Evolutionary/Sociobiological
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9
Q

This perspective focuses on the unconscious emotions and drives.

A

Pychoanalytic

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10
Q

This views development in the light of observable behaviors.

A

Learning

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11
Q

It is a human developmental view that emphasizes the thought process.

A

Cognitive

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12
Q

It views development through the historical, social, and context lens.

A

Contextual

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13
Q

Proposed by E.D. Wilson. This perspective believes that human development occurs because of the evolutionary and biological underpinnings of behavior.

A

Evolutionary/Sociobiological

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14
Q

3 Parts of Personality according to Freud

A

Id
Ego
Superego

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15
Q

Acts according to the pleasure principle

A

Id

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16
Q

The mediator of Id and Superego. It is responsible for finding realistic ways that satisfies the Id that are acceptable to the Superego.

A

Ego

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17
Q

Stages in Freud’s Psychosexual Development

A 
Oral stage (birth; 0-1 yrs)
Anal Stage (1-3 yrs)
Phallic Stage (3-5 yrs)
Latency Stage (5 yrs to puberty)
Genital Stage (from puberty on)
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18
Q

Occurs when a kid, while growing up, received too much or too little of something in a certain stage.

A

fixation

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19
Q

This stands up to moral standards and aims to please others.

A

Superego

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20
Q

Stages of Erikson’s Psychosocial Development

A

Trust VS Mistrust (0 to 1 1/2 yrs) = Hope
Autonomy VS Shame and Doubt (1 1/2 to 3 yrs) = Will
Initiative VS Guilt (3 to 5 yrs) = Purpose
Industry VS Inferiority (5 to 12 yrs) = Competence
Identity VS Role Confusion (12 to 18 yrs) = Fidelity
Intimacy VS Isolation (18 to 40 yrs) = Love
Generativity VS Stagnation (40 to 65 yrs) = Care
Ego Integrity VS Despair (65 and above yrs) = Wisdom

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21
Q

This theory of human development believe personality is influenced by society and develops through a series of stages with positive and negative tendencies. Positives must dominate but some degree of negative is needed to achieve optimal development.

A

Erikson’s Psychosocial Development

[Active]

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22
Q

major psychosocial challenge that is particularly important at that time and will remain an issue to some degree throughout life.

A

crisis in personality

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23
Q

Theory that states behavior is controlled by powerful unconscious urges (libido).

A

Freud’s Psychosexual Development

[Reactive]

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24
Q

Theories that says people are responders to the environment.

A

Behaviorism

[Reactive]

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25
In this theory, children learn in a social context by observing and imitating others.
Bandura's Social learning theory | [Active and Reactive]
26
This theory believes that changes are qualitative and occurs between infancy and adolescence.
Piaget's cognitive-stage theory | [Active]
27
A theory that emphasizes social interaction as the central ingredient of cognitive development.
Vygotsky's sociocultural theory | [Active]
28
It notes that human beings are processors of symbol.
Information-processing theory | [Active]
29
In this theory, the developing person and 5 contextual influences interact.
Bronfrenbrenner's bioecological theory | [Active]
30
These theories says that human beings are the product of adaptive processes.
Evolutionary psychology Bowlby's attachment theory [Active and Reactive - theorists vary]
31
This conditioning refers to the association of stimuli and event.
Classical conditioning
32
This conditioning refers to the association of behavior and consequences.
Operant conditioning
33
Process of strengthening a behavior thus, increasing the chances of the behavior occurring again.
Reinforcement
34
Process by which a behavior is weakened, | decreasing the likelihood of repetition.
Punishment
35
It is a form of operant conditioning used to eliminate undesirable behavior or to instill desirable behaviors.
Behavioral modification therapy
36
Who says "Impetus for development is bidirectional."
Albert Bandura
37
The person acts on the world as the world acts on the person.
reciprocal determinism
38
Also known as modeling pertains to the learning through watching and imitating models.
Observational learning
39
sense of one's capability to master and achieve goals
self-efficacy
40
Stages in Piaget's cognitive theory
Sensorimotor stage (0 to 2 yrs) Preoperational stage (2 to 7 yrs) Concrete operational stage (7 to 11 yrs) Formal operational stage (12 and above yrs)
41
3 Interrelated Process of Cognitive Growth
Organization Adaptation Equilibration
42
A cognitive growth process wherein kids start to create categories or systems of knowledge.
Organization
43
A cognitive growth process wherein kids adjust to new information or environment. It is achieved through assimilation and accommodation.
Adaptation
44
A cognitive growth process wherein kids tend to seek balance among cognitive elements. It is achieved through balance between assimilation and accommodation.
Equilibration
45
these are set of organized patterns
schemes
46
Process of incorporating new information into an existing cognitive structure.
Assimilation
47
Process of changing a cognitive structure in order to include new information.
Accommodation
48
The gap between what a child can do alone and what the child can do with help.
zone of proximal development (ZPD)
49
temporary support to help a child master a task
scaffolding
50
5 systems/contextual influences in the Bioecological theory
``` Microsystem Mesosystem Exosystem Macrosystem Chronosystem ```
51
It is the bidirectional influences between the developing child and their immediate surroundings. Examples: home, school, and peers
Microsystem
52
It is the interaction of 2 microsystems.
Mesosystem
53
Encompasses factors that do not directly affect a developing child. Example: parent's jobs
Exosystem
54
Pertains to the culture or society that frames the structures and relationships among the systems. Examples: economic and political systems
Macrosystem
55
Considers when and how major events happen. It is the timing of events throughout the course of life.
Chronosystem
56
behaviors that developed to solve problems in adapting to an earlier environment
evolved mechanism
57
It is the study of distinctive behaviors of species of animals that have evolved to increase survival of species.
Ethology
58
It applies the application of Darwinian principles of natural selection and survival of the fittest to individual behavior.
Evolutionary psychology
59
participants chosen to represent a population
sample
60
selection of sample in a way that each person has an equal chance of being chosen.
random selection
61
The result of a random selection.
random sample
62
FORMS OF DATA COLLECTION
Observation Self-reports Behavioral/Performance Measures
63
An interview wherein participants answer the same set of questions.
Structured interview
64
An interview wherein researchers may have follow-up questions.
Open-ended interview
65
when participants fill up a paper
survey/ questionnaire
66
stated solely in terms of operations used to measure a phenomenon
operational definition
67
Study of links between neural processes and cognitive abilities.
cognitive neuroscience
68
BASIC RESEARCH DESIGNS
Case study Ethnographic study Correlational study Experiment
69
It is an in-depth study of a single individual.
Case study
70
It is an in-depth study of a culture or subculture.
Ethnographic study
71
Attempts to find positive or negative relationships between variables.
Correlational study
72
It is a controlled procedure in which an experimenter controls the independent variable to determine its effects on the dependent variable.
Experiment
73
people who are to be exposed to the experimental manipulation or treatment
experimental group
74
people who do not receive the treatment
control group
75
variable in which experimenter has direct control
independent variable
76
variable that may or may not change as a result of changes in independent variable
dependent variable
77
assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group
random assignment
78
observer lives with people in the activty being observed
participant observation
79
DEVELOPMENTAL RESEARCH DESIGNS
Cross-sectional Longitudinal Sequential
80
Data is collected from people of different ages at the same time.
Cross-sectional
81
Data is collected from the same person/s over a period of time.
Longitudinal
82
Data is collected on successive cross-sectional/longitudinal samples.
Sequential
83
ETHICS OF RESEARCH
- informed consent - avoidance of deception - protect respondents from harm and loss of dignity - privacy and confidentiality - right to decline or withdraw - correct any undesirable effects
84
3 PRINCIPLES TO RESOLVE ETHICAL DILEMMAS
1. Beneficence 2. Respect 3. Justice
85
Pertains to an investigator's obligation to maximize potential benefits to participant and to minimize potential harm.
Beneficence
86
Put in regard the participant's autonomy and protection of those who are unable to exercise their own judgement.
Respect
87
Inclusion of diverse groups together with sensitivity to any special impact the research may have on them.
Justice

Developmental Psychology (15 decks)

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