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GDA > Theories > Flashcards

Theories Flashcards

1
Q

3 parts of researching human development

A

research - reliability and validity of ideas
theory - change over time, name may change
scientific verification - replication of methods

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2
Q

the 2 purposes of study of human development

A

to develop theories

to live longer/better/fitter

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3
Q

The study of human development provides no certain truths because 3

A

investigators can disagree - more scientific verification and uncertainty and ideas
humans are complex - social/emotional/intellectual levels - not the same but we try and reduce complexity
knowledge is advancing quickly - anatomy is one thing that hasnt changed in a while

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4
Q

3 processeses of studying development

A

hypothesis - if…then… assumption of what they think might happen
research methods
research design - overall plan that permits the best possible test of the hypothesis

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5
Q

If you use more techniques in your research design

A

the more robust your data would be

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6
Q

correlational design (3)

A

to develop a correlation coefficient which states a potential relationship

  • happier because they exercise on a regular basis
  • pos/neg relationship - not cause and effect
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7
Q

experimental designs (3)

A

dependent and independent variables
- multiple dependent to collect info about
- manipulate independent variable
infer cause and effect

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8
Q

2 types of experimental designs

A

LONGITUDINAL design - collect info over a long period of time (decades for lifestyle habits and diseases)
- dropout - move/disappear/dont want to anymore
- they might figure out which is the placebo
CROSS SECTIONAL design - under effects of something over time, studying different age groups and study them at the same time
- reduce the risk of the 2 faults

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9
Q

5 research designs

A 
experimental 
correlational 
systematic observation 
self report 
case studies
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10
Q

systematic observation

A

natural/contrived environment - tells you what but not why - understand behaviours
change behaviour because someone is watching so they do things they dont usually do

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11
Q

self report

A

questionnaires - tell you some of the whys

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12
Q

continuous vs discontinuous

A

steady slope vs stairs
continuous is building on the skill that we already have - slow
discontinuous - rapid - certain skills we can engage in at different times - like puberty - at a particular time something happens to us but we didnt spend time continuously for it to happen - (maybe yes because endocrine reaches a certain point)

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13
Q

4 organizing theories

A

continuous vs discontinuous
one course or more
influence of nature and nurture
lifespan perspective

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14
Q

one course or more

A

multiple dimensions - motor skills with physical and cognitive aspects
a course is a dimension - desire for social interaction
some skill sets (few) can only get through one course

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15
Q

case studies

A

evaluation on a single unit

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16
Q

Nature vs nurture

A

genetic material you are born with vs influences and things that you encounter

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17
Q

stability (4) vs platicity (3)

A

nature vs nurture
unchanged as they age - fear can be shaped by early exposure
- sociological skill set/fear can be inherited
- change and grow and develop then decline
- things that we cant change

  • skillset can be changed
  • keep growing and changing
  • things we can change
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18
Q

twin studies

A

fear, alcohol, color and height are same - genes play a huge role

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19
Q

the way that you’re raised (2)

A

own likes and dislikes

potential for success can differ from home vs public school

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20
Q

Lifespan perspective 5

A 
broad, wellness perspective - social, intellectual, emotional 
multidirectional 
1960s - adults are all the same 
plastic 
age, history and non-normative graded
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21
Q

age graded 2

A

biologically driven - particular time frames of our lifespan like puberty and permanent teeth
socially driven - license, retirement, adulthood

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22
Q

history graded 2

A

eras - cohort - experienced similar things that make you diff from other cohorts
happens to a large gp of ppl

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23
Q

non-normative 2

A

happens to small gps of ppl - surviving a plane crash

powerful because they are less common and ind growth

24
Q

2 aspects of growth and development

A

height and intelligence

25
Q

growth 3

A

change in size, body composition and chemical make up that occur as humans develop
hyperplasia - increase in cells
hypertrophy - increase in number of cells - accretion - increase in the space between cells - fluids and fatty substance

26
Q

development 2

A

series of change by which the ind. embryo becomes a mature organism
peak then decrease in growth in height but we dont stop developing

27
Q

3 characteristics of change

A

change is orderly
change is gradual
change is timed and timely

28
Q

how is change orderly 5

A

structured
specialization - of cells
alterations - adjustment of sizes of organs
substitution - temp and permanent teeth - take over abilities of deficient sense
destruction and death - skin, hair nails

29
Q

how is change gradual 2

A

prenatal growth - gestational period, largest relative growth - one cell organism to a baby
4 major growth phase - infancy, early childhood, middle childhood, adolescent

30
Q

how is change timed and timely? 3

A

ind diff in growth patterns
rate of growth/stoppage - starting and end point of differed, we cant predict it, growth spurt may happen at the beginning or end
control of growth

31
Q

preformationism 5

A

6th-15th centuries
observation
original beliefs about human beings from texts and pictures
primative
post infancy - when and what we are born as - preformed adults - no recognization of any developmental stages and dont need to be taught, can be treated in a similar way

32
Q

protestantism 2

A

16th century
human development = small ppl, need to be taught from right from wrong, we lack something, hard teaching of the church influence those from small to big people
parents of small people were not fond of the hard treatment - treat them as big people and help them understand the the church - children are evil

33
Q

tabula rasa 4

A

locke - 17th century
blank slate, children were not evil, adults create an environment that is nurturing and teach them how to interpret the world around them
team them right from wrong
still little people - but not diff in a lifespan

34
Q

Noble savages 2

A

rosseau, 18th century
stages - we are not little ppl, difference amongst the lifespan, no control over biological stages that happen
- infancy, childhood, late childhood, adolescense
maturation - born with certain skillset and we have to use that biology to mature that skillset but then we’re done developing

35
Q

Tetens 4

A

1777
ind diff
adulthood - gap between
historical eras - drought, large scale disease, outcomes for the following generation

36
Q

Carus 2

A

1808
extended rousseau’s stages - more focus on later stages
- childhood
youth
adulthood
senescense - late adulthood - later chronological/neg/harmful events

37
Q

19th/20th century 2

A

darwin - survival of the fittest, natural selection - species reproduce and pass on the most favourable traits - natures interaction with nurture and genetic
certain
certain species are selected by nature to survive in particular environments because they have characteristics that fit with their surroundings

38
Q

normative approach 4

A

hall (1904) and gesell (1933)
how large gps of ppl change over time - growth charts
standards for IQ testing - normative bunched as data
what ppl may grow like

39
Q

mental testing movement 3

A

binet (1916)
predicting academic success in children - IQ testing
genius/average

40
Q

psychoanalytical perspective

A

conflicted by wants and needs and expectations and how they conflict with society’s expectations
freud and erikson

41
Q

early theories go up to

A

Binet

42
Q

Freud 3

A

1938
psychosexual stages - conflict with sex, capacity to be social, desire to be sexual, ability to understand reality and problem solve
high abilities - high functioning members of society- affect our abilities to make decisions throughout our lifespan
ID - source of basic biological needs - needs wants and desires
EGO - conscious, rational part of personality, part of conscience to tell you how to satisfy your ID - engage with research to solve problems
SUPEREGO - conscience- time to nurture and explore before it can be developed, may not until later adulthood

43
Q

Erikson

A

1950
psychosocial - multidirectionality and individuality of resolving conflicts
more credits to ego contributes - ethnicity, culture, ind, all alter your decision

44
Q

Wanting a piece of clothing with ID, EGO and SUPEREGO

A

You want it
ways to get it
what is the most viable option

45
Q

behaviourism

A

tabla rasa to explain behaviours

watson and skinner

46
Q

Watson 6

A

1913
inspired by Pavlov and his classical conditioning, condition for someone to behave a diff way to a particular stimulus from a unconditioned stimulus and response, then a neutral stimulus and uncondition response for a conditioned stimulus for conditioned response
we can condition humans to fear because its natural
using PA to engage in skill molding behavior
learning and filling the blank slate and adding behaviour
how we can change our own and others behavior

47
Q

skinner 2

A

1938

operant conditioning theory - sports and PA, directly observable with words and punishment - pos or reinforcement

48
Q

Social learning theory 5

A

bandura 1977
modeling
social cognitive theory - social learning before - we dont really learn explicitly but we change our behavior based on watching
we are selective and can distinguish from color of shirts to what they can do/correctness
self esteem and self confidence
mimic or create
modeling of aggressiveness that provoked the choise of choosing objects that are further aggressive - even things that that was not demoed by demonstrator

49
Q

cognitive developmental theory 2

A

piaget 1971
adaptation - forms of nurturing, manipulation, internally, actively participating in the cognitive development and changing, we are not being manipulatd, we participate in our own process of adaptation

50
Q

Piaget theory

A

stage based
non- normative/experimental/neutral subjects,
We learn and develop across diff stages
sensorimotor - senses to engage with the world
preoperational - not much logical thinking, expansion of vocab, lots of mistakes
concrete operation - more logical, school, completely abstract
formal operational - mid teens, we will be done language and intellectual development

51
Q

information processing

A

leading research - input and output, how do we manage it?

52
Q

ethology 2

A

imprinting, sensitive period - aspects of survival, increase in our lifespan

53
Q

imprinting

A

what people do to ensure they survive - human reflexes and following mother ducks

54
Q

sensitive periods

A

biologically prepared but you need some stimulus, for some it’s environment - gestational period - how do we make sure that things happen in a a normal way?

55
Q

sociocultural theory

A

how diff dimensions of each one of us influences development - like donald trump

56
Q

ecological system theory 4

A

complex system of relationship
we exist in diff stages
things that influence what you do, you are one level, then your family in another then school and mork
moral values and rules - taxes and tuition, for governmental
all diff levels interact and differ from each other
start to interrelate these levels

GDA (13 decks)

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