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Developmental Psychology > Understanding Human Development > Flashcards

Understanding Human Development Flashcards

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1
Q

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

A

Development

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2
Q

3 broad domains/most important aspects of human development?

A

Physical Development
Cognitive Development
Psychosocial Development

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3
Q

Growth of the body and its organs; the functioning of physiological systems including the brain,
physical signs of aging, changes in motor abilities, and so on.

A

Physical Development

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4
Q

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

A

Cognitive Development

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5
Q

Changes and carryover 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

Psychosocial Development

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6
Q

3 ways/processes in development.

A

Orderly
Pattern
Unpredictable

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7
Q

3 kinds of changes.

A

Gains
Losses
Different from what we like before

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8
Q

Physical changes that occur from conception to maturity.

A

Growth

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9
Q

The deterioration of organisms (including humans) that leads inevitably to their death.

A

Biological aging

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10
Q

Refers to a range of physical, cognitive, and psychosocial changes, positive and negative, in the mature organism.

A

Aging

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11
Q

A transitional period between adolescence and full-fledged adulthood that extends from about age 18 to age 25 and maybe as late as 29.

A

Emerging adulthood

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12
Q

Periods of the Life Span.

A

Prenatal period (Conception to birth)
Infancy (0-18/24 months)
Preschool period (2–5)
Middle childhood (6-10)
Adolescence Approximately (10–18)
Emerging adulthood (18–25/29)
Early adulthood (25–40)
Middle adulthood (40–65)
Late adulthood (65 years and older)

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13
Q

Often defined as the shared understandings and way of life of a people; includes beliefs, values, and practices concerning the nature of humans in different phases of the life span, what children need to be taught to function in their society, and how people should lead their lives as adults.

A

Culture

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14
Q

Assigned different statuses, roles, privileges, and responsibilities.

A

Age-grade

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15
Q

A ritual that marks a person’s “passage” from
one status to another; can involve such varied
practices as body painting, circumcision, beatings, instruction by elders in adult sexual practices, tests of physical prowess, and gala celebrations.

A

Rite of passage

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16
Q

Society’s way of telling people how to act their age; basis for social clock; affect how easily people adjust to life transitions.

A

Age norms

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17
Q

A person’s sense of when things should be done and when they are ahead of or behind the
schedule dictated by age norms.

A

Social clock

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18
Q

People’s affiliation with a group based on common heritage or traditions.

A

Ethnicity

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19
Q

Standing in society based on such indicators as occupational prestige, education, and income.

A

Socioeconomic Status (SES)

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20
Q

The question of how biological forces and environmental forces act and interact to make us what we are.

A

Nature-Nurture issue

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21
Q

Emphasize the influence of heredity, universal maturational processes guided by the genes, biologically based or innate predispositions produced by evolution, and biological influences on us every day of hormones, neurotransmitters, and other biochemicals.

A

Nature

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22
Q

The biological unfolding of the individual as sketched out in the genes.

A

Maturation

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23
Q

The hereditary material passed from parents to child at conception.

A

Genes

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24
Q

Emphasize change in response to environment.

A

Nurture

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25
Q

All the external physical and social conditions, stimuli, and events that can affect us.

A

Environment

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26
Q

The process through which experience brings about relatively permanent changes in thoughts, feelings, or behavior.

A

Learning

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27
Q

Goals driving the study of life-span development.

A

Description
Prediction
Explanation
Optimization

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28
Q

Characterize the functioning of humans of different ages and trace how it changes with age.

A

Description

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29
Q

Identify factors that predict development and establish that these factors actually cause humans to develop as they typically do or cause some individuals to develop differently than others.

A

Prediction

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30
Q

Finding a relationship between a possible influence on development and an aspect of development

A

Explanation

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31
Q

How can humans be helped to develop in
positive directions; how can their capacities be enhanced; how can developmental difficulties be prevented, and how can any developmental problems that emerge be overcome.

A

Optimization

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32
Q

Grounding what educators, human service, and
health professionals do in research and ensuring that the curricula and treatments they provide have been demonstrated to be effective.

A

Evidence-based practice

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33
Q

Most influential baby biographer; made daily records of his son’s development (1877).

A

Charles Darwin

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34
Q

Several scholars began to carefully observe the growth and development of their own children and to publish their findings in the form of?

A

Baby biography

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35
Q

First president of the American Psychological Association; founder of developmental
psychology; developed the questionnaire to explore “the contents of children’s minds” at
different ages (1981).

A

G. Stanley Hall

36
Q

An influential book written by Hall in 1904.

A

Adolescence

37
Q

A time of emotional ups and downs and rapid changes—a time of what Hall characterized as?

A

Storm and stress

38
Q

An analysis of how society treats (or, really, mistreats) its older members made by Hall.

A

Senescence (1992)

39
Q

Study of aging and old age.

A

Gerontology

40
Q

Developed 7 key assumptions of the life-span perspective.

A

Paul Baltes (1987)

41
Q

7 key assumptions of the life-span perspective.

A

Development is a life-long process
Development is multidirectional
Development is multi-dimensional
Development is plastic
Development contextual
Dev. Science is multidisciplinary
Dev. Science involves growth, maintenance, and loss
Co-construction of biology, culture, and individual

42
Q

Refers to the capacity to change in response to
experience, whether positive or negative.

A

Plasticity

43
Q

The brain’s remarkable ability to change in response to experience throughout the life span.

A

Neuroplasticity

44
Q

A belief that investigators should allow their systematic observations (or data) to determine the
merits of their thinking.

A

Scientific method

45
Q

A set of concepts and propositions intended to describe and explain certain phenomena.

A

Theory

46
Q

Specific predictions generated by theories.

A

Hypotheses

47
Q

A good theory should be:

A

Internally consistent
Falsifiable
Supported by data

48
Q

Its different parts and propositions should hang together and should not generate contradictory hypotheses.

A

Internally consistent

49
Q

It can be proved wrong; that is, it can generate
specific hypotheses that can be tested and either supported or not supported by the data collected.

A

Falsifiable

50
Q

A good theory should help us better describe, predict, and explain human development; its hypotheses should be confirmed by research results.

A

Supported data

51
Q

The group of individuals studied.

A

Sample

52
Q

A well-defined group from which the sample is drawn and about which we want to draw conclusions.

A

Population

53
Q

A sample formed by identifying all members of the larger population and then, by a random means selecting a portion of that population to study.

A

Random sample

54
Q

3 major methods of data collection used by developmental researchers.

A

Verbal reports
Behavioral observations
Physiological measurements.

55
Q

Interviews, 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

56
Q

Involves observing people in their everyday surroundings; observed in homes, schools, playgrounds, workplaces, nursing homes, or wherever people are going about their lives.

A

Naturalistic observation

57
Q

Creating special stimuli, tasks, or situations designed to elicit the behavior of interest.

A

Structured observation

58
Q

Used to assess variables of interest to them.

A

Physiological measurements

59
Q

A brain-scanning technique that uses magnetic forces to measure the increase in blood flow to an area of the brain that occurs when that brain area is active.

A

Functional Magnetic Resonance Imaging (fMRI)

60
Q

An in-depth examination of an individual (or a
small number of individuals), typically carried out by compiling and analyzing information from a variety of sources, such as observation, testing, and interviewing the person or people who
know them.

A

Case study

61
Q

An investigator manipulates or alters some aspect of the environment to see how this affects the behavior of the sample of individuals studied.

A

Experimental method

62
Q

The variable manipulated so that its causal effects can be assessed

A

Independent variable

63
Q

The behavior expected to be affected.

A

Dependent variable

64
Q

3 critical features of the DeLoache study.

A

Random assignment
Manipulation of the independent variable
Experimental control

65
Q

Helps ensure that the treatment groups are similar in all respects at the outset.

A

Random assignment

66
Q

Investigators must arrange the experiences that different groups in the experiment have so that the effects of those experiences can be assessed.

A

Manipulation of the independent variable

67
Q

All factors other than the independent variable are controlled or held constant so that they cannot
contribute to differences among the treatment groups.

A

Experimental control

68
Q

Involves determining whether two or more variables are related in a systematic way.

A

Correlational method

69
Q

An index of the extent to which individuals’ scores on one variable are systematically associated with their scores on another variable.

A

Correlation coefficient

70
Q

The direction of the cause-effect relationship could be the reverse of what the researcher thinks it is.

A

Directionality problem

71
Q

The association between the two variables of interest may be caused by some third variable.

A

Third variable problem

72
Q

Synthesizing of multiple studies addressing the same question to produce overall conclusions.

A

Meta-analysis

73
Q

A difficulty learning as much from video presentations as they do from face-to-face presentations.

A

Video deficit

74
Q

3 development research designs.

A

Cross-sectional designs
Longitudinal designs
Sequential designs

75
Q

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

A

Cross-sectional design

76
Q

A group of individuals born at the same time, either in the same year or within a specified span of years.

A

Cohort

77
Q

Relationships between age and an aspect of development.

A

Age effects

78
Q

The effects of being born as a member of a
particular cohort or generation in a particular historical context.

A

Cohort effects

79
Q

One cohort of individuals is assessed repeatedly over time.

A

Longitudinal design

80
Q

The effects of historical events and trends occurring when the data are being collected and that can affect anyone alive at the time.

A

Time-of-measurement effects

81
Q

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

A

Sequential design

82
Q

What are WEIRD people?

A

People living in societies that are Western, Educated, Industrialized, Rich, and Democratic.

83
Q

The belief that one’s own group and its culture are superior.

A

Ethnocentrism

84
Q

Is age-graded and history-graded.

A

Normative-influence

85
Q

Only a personal experience.

A

Non-normative

Developmental Psychology (6 decks)

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