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PSYC228 > PSYC228_Chap1 > Flashcards

PSYC228_Chap1 Flashcards

1
Q

lifespan human development

A

growth + maturation of individuals from conception thru death

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2
Q

developmental scholarship

A

multidisciplinary field of scholarship concerned with describing change + contancy in growth + maturation throughout lifespan

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3
Q

developmental scholars

A

specialize in study of development in order to advance what is known about developmental processes + experiences

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4
Q

applied developmental scholars

A

study how human development shapes/is shaped by contexts we live in

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5
Q

cognitive domain of development

A

includes underlying mental functions,

thinking, memory, attention, + perception

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6
Q

physical domain of development

A

includes biological systesm that make up human being,

nervous, skeletal, + muscular systems

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7
Q

socio-emotional domain of development

A

includes social, cultural, + emotional components of development

family, society, schools, + social institutions

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8
Q

applied developmental scholar

A

specialize in study of how human development shapes + is shaped by environment in order to describe, explain,+ opitmize human development

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9
Q

developmentalist

A

scholar of development who uses their knowledge for research or applied purposes

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10
Q

evolutionary theory

A

assumption that specific human traits + behaviours develop over lifespan and are maintained throughout history because those characteristics are adaptive for sirvival

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11
Q

developmental perspective

A

approach + basic set of assumptions that guide scientific study of growth + maturation across the human lifespan

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12
Q

developmental psychology

A

subfield of psychology concerned with studying + understanding human growth + maturation

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13
Q

emerging adulthood

A

developmental stage betw adolescence + adulthood during which individuals are searching for a sense of identity and maturity

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14
Q

life stage

A

period of time with a beginning + end within which distinct developmental changes occur

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15
Q

culture

A

beliefs, customs, arts, and so on, of a particular society, group, and place

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16
Q

key issues of human development

A
  • nature/nurture
  • continuity/discontinuity
  • developmental stabiliy/instability
  • normative/non-normative events
  • socio-cultural variation
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17
Q

nature

A

hereditary influences that are passed from genes of biological parents to their offspring

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18
Q

nurture

A

environmental influences that have an impact on development,

social, geographic + economic factors

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19
Q

developmental continuity

A

a characteristic/feature of an individual that stays the same as person matures

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20
Q

developmental discontinuity

A

a characteristic/feature of an individual that changes as person matures

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21
Q

developmental stability

A

a person developing at the same rate as peers

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22
Q

developmental instability

A

a person devleoping at a diff rate than peers

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23
Q

normative event

A

incident that matches the sequential/historical events shared by majority of people

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24
Q

non-normative event

A

incident that does not happen to everyone
or happens at different time that typical

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25
Q

gender

A

social construction of expectations that a given culture associates with a person’s biological sex

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26
Q

race

A

way of categorizing humans that typically focuses on physical traits

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27
Q

ethnicity

A

specific set of physical, cultural, regional, or national characteristics that identifies/differentiates one person or group from others

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28
Q

socio-economic status (SES)

A

combination of person’s education, occupation + income

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29
Q

eclectic

A

drawing on a broad range of ideas + perspectives from various sources

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30
Q

id

A

1 of 3 components of the mind according to Freud,
instincts

unconsious

Freud

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31
Q

3 components of Freud’s psychoanalytic theory

A

id- instincts - unconsious

ego - reality, mediates betw id + superego - conscious

superego - internalized rules for socially good behaviour

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32
Q

ego

A

1 of 3 componets of the mind according to Freud
deals with reality + mediates betw id instincts + superego morals

conscious

Freud

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33
Q

superego

A

1 of 3 components of the mind according to Freud
represents internalized rules for socially appropriate behaviour

Freud

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34
Q

psychoanalysis

A

treatment method introduced by Freud, to relieve mental distress by freeing conflicts from unconscious, brining them into conscious awareness so they can be resolved

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35
Q

stage thoery

A

rests on assumption that development is discontinuous, with new features of development emerging at each distinct stage

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36
Q

psychosexual development

A

Freud theory where maturation of personality + sexuality occur as children experience the concentration of libidinal energy from specific body areas

Freud

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37
Q

libidinal energy

A

Freud - vital energy that brings life thru sexual behaviour

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38
Q

neo-Freudian theory

A

theory influenced by Freud’s work, but extends + critiques his ideas

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39
Q

ego identity

A

Erikson’s goal of development in Erikson’s psychosocial theory where a sense of oneself as a distinct + continuous entity is achieved

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40
Q

Freud’s 5 psychosexual stages

A

oral (0-18months) - mouth - weaning from breast/bottle

anal (18m-3y) - anus - toilet training

phallic (3-6y) - genitals - identifying with same-sex parent/ oedipus

latency (6y-puberty) - none - interacting with same-sex peers

genital (puberty-adult) - genitals - establishing intimate relationships

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41
Q

Erikson’s 8 stages of psychosocial stage theory

A

infancy (0-1)
early childhood (2-3)
childhood-play (4-6)
childhood-school (7-12)
adolescence (13-19)
young adulthood (19-35)
adulthood (35-55)
maturity (55+)

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42
Q

Erikson’s psychosocial issues for stages

A

infancy - trust/mistrust
early childhood - autonomy/ doubt,shame
childhood-play - initiative/guilt
childhood-school - industry/inferiority
adolescence - identity/role confusion
young adulthood - intimacy/isolation
adulthood - generativity/stagnation
maturity - ego integrity/despair

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43
Q

Erikson’s infancy stage

A

0-1yr

trust-mistrust

mother/caregivers

be secure?

hope - trust + optimisim

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44
Q

Erikson’s early childhood stage

A

2-3yr

autonomy- doubt/shame

parents

be independent?

will: use + exercise freedom + self-restraint

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45
Q

Erikson’s childhood-play stage

A

4-6yr

initiative/guilt

basic family

be powerful?

purpose + direction: abiliyt to initiate own activities/pursue goals

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46
Q

Erikson’s childhood-school stage

A

7-12yr

industry/inferiority

neighbourhood/school

be good?

competence in intellectual, social, + physical skills

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47
Q

Erikson’s adolescence stage

A

13-19yr

identity/role confusion

peer groups

fit into the adult world? who am I?

fidelity + integrated iamge of oneself as unique person

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48
Q

Erikson’s young adulthood stage

A

19-35yr

intimacy/isolation

partners in frienship, the other

love?

love: mutuality, finding + losing self in other, career commitments

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49
Q

Erikson’s adulthood stage

A

35-55yr

generativity/stagnation

divided labour + shared household

fashion a “gift”?

care: solicitude, guidance, teaching new generation

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50
Q

Erikson’s maturity stage

A

55+

ego integrity/despair

humankind

receive a gift?

wisdom: sense of fulfillment + satisfaction with one’s life

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51
Q

schema

A

organized pattern of thinking that guides our experience in the world

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52
Q

equilibrium

A

stage of cognitive balance

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53
Q

assimilation

A

Expands/adds to schema

process to expand a schema by adding information

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54
Q

accomodation

A

creates new schema

process to create new schema in response to information

55
Q

cognitive theory

A

focus on how our thinking/cognition influences our understanding of develops

Piaget + Vygotsky

56
Q

piaget + vigotsky

A

both emphasized impact children have on own development

both cognitive theories

57
Q

Piaget’s theory of cognitive development

A

introduced schema
strive for cognitive balance/equilibrium

looked at wrong ways children answered questions

said children must explore environments

58
Q

vygotsky’s theoryof cognitive development

A

unlike piaget: said big role of socio-cultural interactions
interactions with others catalysts for development

guided participation, scaffolds, zone of proximal development

59
Q

guided participation

A

vygotsky
process in which a more experienced teacher becomes an interactive guide, helping a younger or less experienced person do tasks that they could not complete independently

60
Q

scaffold

A

vygotsky
process of assisting a less experienced individ thru complex tasks by providing supports (verbal or physicaly)

61
Q

zone of proximal development (ZPD)

A

vygotsky
range of tasks that a person cannot accomplish independenty but can be done with assistance of a person with more experience/advanced cognitive ability

62
Q

piaget’s 4 stages of cognitive development

A

1 sensorimotor - 0-2 yr
(beginning lacks object permanence)
uses sense/motor skills to explore + develop cognition

2 preoperation - 2-7 yr
(lacks reversibility, egocentric, animistic)
significant language + thinks symbolically

3 concrete operation - 7-11yr
(can’t think abstractly/hypothetically, tangible things only)
understands conservation, less egocentric, think logically about concrete things
begin to question santa

4 formal operation - 11+ yr
(adolescent egocentrism at start, personal fable)
can think abstractly/hypothetically
great concern for appearance

63
Q

information processing theory

A

not stages!
view of cognitive developpment that takes quantitative approach, focusing on gradual/cumulative changes

describe cognitive cahnges: development of memory, attention + language
computer comparison
cognitive processes interact with eachother

64
Q

classical conditioning

A

type of learning that occurs when an original stimulus acquires a capacity to evoke a response that was originally evoked by diff stimulus

65
Q

unconditioned stimulus

A

somthing reliably produces a naturally occuring reaction

66
Q

unconditioned response

A

a reaction that is reliably produced by an unconditioned stimulus

67
Q

neutral stimulus

A

stimulus that doesn’t elicit a natural reaction

68
Q

conditioned stimulus

A

previously neautral stimulus that reliably produces a response after conditioning

69
Q

conditioned response

A

response that is reliably produced by a conditioned stimulus

70
Q

classical conditioning

A

pavlov - dogs saliva

71
Q

information-processing theory

A

encoding, storage, retrieval

72
Q

watson

A

classical conditioning with humans -

kid + white rat

73
Q

classical conditioning key concepts

A

generalization + discrimination

74
Q

generalization

A

same response is elicited by variety of diff stimuli

75
Q

discrimination

A

opposite of generalization
diff stimuli elicit diff responses

76
Q

operant conditioning

A

skinner
(classical condit. is passive, but operant is what happens after organisms perform actiosn in their environments.

contributes to behaviourism

77
Q

behaviourism

A

watson
that science should study only observable behaviours
unconsciuos is not an appropriate subject of scientific study.
operant conditioning is a part of it

78
Q

law of effect

A

thorndike
behaviour that is followed by a positive outcome tends to be repeated, + behaviour followed by negative outcome tends not to be repeated

reinforcements
positive (adding)
negative (withholding/taking away)

79
Q

positive reinforcement

A

something added
operant conditioning

80
Q

negative reinforcement

A

something withheld or taken away
operant conditioning

81
Q

behaviourism

A

theoretical perspective on learning that assumes human development occurs as a result of experiences shaping behaviours

82
Q

operant conditioning

A

learning process thru which likelihood of a specific behaviour is inc or dec thru pos or neg reinforcement

ignores social context effects

83
Q

law of effect

A

throndike
law that behaviour that is followed by a pos outcome tends to be repeated and followed by neg outcome tends not to be repeated

84
Q

psychologists think…

A

it is better to extinguish unwanted behaviours by ignoring them than punishing them

85
Q

social learning

A

thru observation + imitation

all rules of learning thru reionforcement + punishment ar applied

bandura

86
Q

natural selection

A

darwinian idea that members of a sp who are best suited to their own particular environments wil be the ones most likely to survive + produce offspring

87
Q

2 major theories using nat selection

A

evolutionary psycology - buss
ethological perspective - Lorenz

88
Q

evolutionary psychology

A

buss
behave + think bec are adaptive (helped ancestors survive in environments)

assumption: how might we be influenced by process of survival?

89
Q

ethological perspective

A

relies on evolution

theory assumes human development is an outcome of individual experience sin the social environment that provide information about which behaviours should be adopted to increase chances of survival

90
Q

imprinting

A

lorenz
learnign at a particular age or stage that is rapid + independetn of the consequences of behaviour

idea to provide evidence that living things are born with “prewired” features that similar instincts may underlie some human development

91
Q

ethologists

A

study animal behaviours
surival promotion

92
Q

comparative psychology

A

scientific study of behaviour + mental process of non-human animals

93
Q

psychodynamic theory

A

looks at how unconsious processes + unresolved conflicts in past conflicts influence behaviour

94
Q

developmental systems theory

A

metatheory
draws from + integrates many theories, sources, + research studies related to human devleopment
ecelctic view, includes many diff disciplines
shift away from stages/not completely matured by adulthood

95
Q

metatheory

A

theory where focus is the integration of mult theories

help analyze, interpret, + organize theories

theories about theories

96
Q

lifespan developmental psychology

A

systematic study of how + why human beings change, or stay the same over the course of their entire life

97
Q

4 assumptions of developmental systems theory

A
  1. human development occurs thruout the lifespan from birth-death
  2. hd shapes + is shaped by interactions betw people + contexts in which they live including family + community
  3. lifespan hd is not static across time, but varies in diff historical periods
  4. normal hd is diverse: great normal variation in way people changes across lifespan
98
Q

2 developmental systems theories

A

lifespan developmental psychology - Baltes

ecological systems model - Bronfenbrenner

99
Q

lifespan developmental psychology - Baltes

A

lifespan hd is multidirectional
involves gains + losses
plasticity over stability
influenced by hisotrical + social contexts
hd multidisciplinary

wanted to optimize adult development
studied wisdom

100
Q

6 features of Baltes’ lifespan developmental psychology

A

multidirectional
full of gains + losses
contextualized
historically embedded
plastic
multidisciplinary

101
Q

bronfenbrenner’s ecological systems model

A

theoretical approach to study of hd that emphasizes 5 environmental systems that influence individual development + assumes indivds shape the contexts in which they develop

(micro, meso, exo, macro, chrono

person at center of overlapping set of environmental contexts

102
Q

ecolocial systems model

A

bronfenbrenner

103
Q

bronfenbrenner’s microsystem

A

most direct influences on child’s d

home, neighbourhood, church, school

104
Q

bronfenbrenner’s mesosystem

A

relationship among microsystems

105
Q

bronfenbrenner’s exosystem

A

institutions + organizations that have indirect influence on child’s d, but no direct contact with child

city

106
Q

bronfenbrenner’s macrosystem

A

highest-level system,
socio-cultural forces, societal values, traditions that have indirect effects on all the other systems influencing chil’d life

society supporting good education, societal values not to steal

107
Q

bronfenbrenner’s chronosystem

A

effect of passage of time on both a child’s d and evolving complexity of the other systems influencing the child

learn word computer, but wouldn’t have in early time period

108
Q

scientific community

A

group of people who sustain the production of scientific knowledge thru collective attitudes, rules + conventions

109
Q

scientific method

A

specific procedure researchers use to ask + explore scientific questions in a way that makes connections betw observations + leads to understanding

110
Q

goals of developmental scholarship

A

use scientific method to

describe, explain, + optimize hd across lifespan

describe
explain
optimize

111
Q

describe

A

goal of developmental scholarship in which careful observations of behaviour are made + recorded

112
Q

explain

A

goal of developmental scholarship that focuses on identifying the underlying causes of behaviour

113
Q

optimize

A

goal of developmental scholarship that applies current info to future possibilities in the service of enhancing development

114
Q

empirical study

A

systematic study of human behaviour + development using methodological observations, which can be analyzed quantitatively or qualitatively

115
Q

anecdotal evidence

A

non-systematic observations, including personal experiences
- has potential to inspire interesting research questions

116
Q

theory

A

coherent set of statements that explains an observation or set of observations in relation to one another

117
Q

basic research

A

research designed to create fundamental knowledge about the world

118
Q

applied research

A

research designed to examine specific contexts to solve a concrete problem or address policy; it has a direct + practical purpose

119
Q

steps of scientific method

A

select topic
focus question
design study
colect data
analyze data
interpret data
mobilize knowledge

120
Q

quantitative data

A

info in numbers

121
Q

qualitative data

A

info in words, pictures, sounds,visual images, or objects

122
Q

exploratory research

A

examination into an area in which a researcher wants to develop initial ideas + more focused research questions

123
Q

descriptive research

A

research methods used to observe, record + describe behaviour + environments; it’s not for making cause-effect explanations

exploring new ideas + ocnditions

124
Q

thrid variable

A

confoudning variable influencing the correlation betw variables, or a variable having an unintended impact on relationship betw indep + dep variables

125
Q

independent variable

A

variable controlled by experimenter to observe the impact it has on bahaviour of interestd

126
Q

dependent variable

A

variable/behaviour measured by experimenter to observe effects of independent variable

127
Q

experimental group

A

group/groups that receive manipulation of indep variable
treatment

128
Q

control group

A

group/groups that provide comparison for experimental group + don’t receive manipulation of indep variable

129
Q

corss-sectional design

A

diff age groups compared

130
Q

longitudinal design

A

1 group of subjects followed for an extended period of time

131
Q

cross-sequential design

A

combines benefits of cross-sectional + longitudinal designs,
add new group of subjects at progressive intervals

132
Q

cohort effect

A

unique impact a given historical era has on people living during that period as compared with people living during a diff period

133
Q

ethical issues

A

confidentiality
informed consent

PSYC228 (16 decks)

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