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Lifespan Development > Week 1 Theoretical And Scientific Basis > Flashcards

Week 1 Theoretical And Scientific Basis Flashcards

1
Q

Human development

A

The multidisciplinary study of how people change and how they remain the same over time.

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2
Q

Nature-nurture issue

A

The degree to which genetic or hereditary influences (nature) and experiential or environmental influences (nurture) determine the kind of person you are.

Ex: disease inherited leads to intellectual disability if eat dairy, but if they don’t eat dairy (environment), they do not develop disability.

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3
Q

Continuity-discontinuity issue

A

Concerns whether a particular developmental phenomenon represents a smooth progression throughout the lifespan (continuity) or a series of abrupt shifts (discontinuity).

Ex: infants who have satisfying emotional relationships with parents having good peer relationships later, vs. adults spend all their time taking care of kids, then later in life look for a sense of what they have done is worthwhile.

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4
Q

Universal and context-specific development issue

A

Concerns whether there is one path of development or several.

Ex: Chevy, Honda, Lexus are all products of the same manufacturing process (one process) vs. recipes for the same car yield different vehicles (multiple processes).

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5
Q

Biological forces

A

All genetic and health-related factors that affect development.

Ex: prenatal development, brain maturation, puberty, aging, diet, exercise.

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6
Q

Psychological forces

A

All internal perceptual, cognitive, emotional, and personality factors that affect development.

Ex: personality, intelligence, honesty, self-confidence (how you describe yourself to others); has received most attention of three main developmental forces.

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7
Q

Sociocultural forces

A

Interpersonal, societal, cultural, and ethnic factors that affect development.

Ex: African American, French, family, friends, teachers, schools, media, workplace.

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8
Q

Life-cycle forces

A

Differences in how the same event affects people of different ages.

Ex: how a 17 year old homeless female reacts to pregnancy, versus a 30 year old in a stable marriage.

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9
Q

Biopsychosocial framework

A

Useful way to organize the biological, psychological, and sociocultural forces on human development.

Ex: fig. 1.1 showing how each of the forces interact with each other.

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10
Q

Neuroscience

A

The study of the brain and the nervous system, especially in terms of brain behavior relationships.

Ex: attempts to explain teenagers being risky and older adults having memory problems.

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11
Q

The nature-nurture issue involves the degree to which _____ and the environment influence human development.

A

Genetics

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12
Q

Azar remarked that her 14 year old son has been incredibly shy ever since he was a baby. This illustrates the ____ of development.

A

Continuity

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13
Q

______ forces include genetic and health factors.

A

Biological

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14
Q

Neuroscience examines ______ relations.

A

brain-behavior

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15
Q

Theory

A

An organized set of ideas that explains development.

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16
Q

Psychodynamic theories

A

Hold that development is largely determined by how well people resolve conflicts they face at different ages. Erikson built on Freud.

Ex: Betty’s son was successful because he handled early life’s obstacles well.

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17
Q

Psychosocial theory

A

Erikson theory (a psychodynamic theory) that personality development is determined by the interaction of an internal maturational plan and external societal demands.

Ex: Betty’s son was successful because he handled life’s early obstacles well.

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18
Q

Epigenetic principle

A

Means by which each psychosocial strength has its own special period of particular importance.

Ex: eight stages of development, later stages built on previous ones.

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19
Q

Operant conditioning

A

Technique in which the consequences of a behavior determine whether a behavior is repeated in the future.

Ex: Skinner: reinforcement (+ and -) and punishment. Animals pressed a lever for positive reinforcement (food when pressed lever), negative reinforcement (removing loud noise when rat pressed lever) and punishment (mild shock when pressed lever)

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20
Q

Reinforcement

A

A consequence that increases the likelihood of the behavior that it follows.

Ex: + giving chocolate when daughter cleans room. - doesn’t’ have to wash dishes if cleans room.

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21
Q

Punishment

A

A consequence that decreases the likelihood of the behavior it follows.

Ex: nagging the daughter to clean room (adding something unwanted) or not allowing her to FaceTime friends (withholding pleasant event).

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22
Q

Imitation or observational learning

A

Learning by simply watching those around them.

Ex: “monkey see monkey do” but this is not always true. People tend to imitate if they admire the person or if others praise the behavior.

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23
Q

Self efficacy

A

People’s beliefs about their own abilities and talents (Bandura).

Ex: a child believes they are not as talented as LeBron James will not try to imitate his jump shot.

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24
Q

Information processing theory

A

Proposes that human cognition consists of mental hardware and mental software.

Ex: adults have better hardware and software than children. Aging slows down the mental hardware and software.

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25
Q

Ecological theory

A

Theory that views human development as inseparable from the environmental contexts in which a person develops.

Ex: to understand why teenagers act the way a they do, have to look at all aspects of the environment, not just one (parents, peers, teachers, media, social policy).

26
Q

Microsystem

A

The people and objects in an individual’s immediate environment.

Ex: parents, siblings, daycare.

27
Q

Mesosystem

A

Provides connections across Microsystems because what happens in one microsystem is likely to influence others.

Ex: having a stressful day at work and also being grouchy at home.

28
Q

Exosystem

A

Social settings that a person may not experience firsthand but that still influence development.

Ex: changes in governmental policy resulting in disadvantaged children having fewer opportunities for preschool.

29
Q

Macro system

A

The cultures and subcultures in which the microsystem, mesosystem, and exosystem are embedded.

Ex: Chinese Americans living in San Francisco or Italian Americans living in Brooklyn.

30
Q

Competence

A

People’s abilities.

Competence-environmental press theory: people adapt most effectively when abilities matches environmental demands.

31
Q

Environmental Press

A

The demands put on people by the environment.

32
Q

Life-span perspective

A

View that human development is multiply determined and cannot be understood within the scope of a single framework.

33
Q

Selective optimization with compensation (SOC) model

A

View that selection, optimization, and compensation form a system of behavioral action that generates and regulates development and aging.

34
Q

Life-course perspective

A

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

35
Q

_______ organize knowledge to provide testable explanations of human behaviors and the ways in which they change over time.

A

Theories

36
Q

The ____ perspective proposes that development is determined by the interaction of an internal maturational plan and external societal demands.

A

Psychosocial

37
Q

According to social cognitive theory, people learn from reinforcements, from punishments, and through ______.

A

Observing others.

38
Q

Piaget’s theory and Vygotsky’s theory are examples of the ______ perspective.

A

Cognitive-developmental

39
Q

According to Bronfenbrenner, development occurs in the context of the _______, mesosystem, exosystem, and macro system.

A

Microsystem

40
Q

A belief that human development is characterized by multi directionality and plasticity is fundamental to the _____ perspective.

A

Life-span

41
Q

Systematic observation

A

Watching people and carefully recording what they do or say.

42
Q

Naturalistic observation

A

Observing people as they behave spontaneously in a real-life situation.

43
Q

Structured observations

A

Method in which the researcher creates a setting that is likely to bring out the behavior of interest.

44
Q

Self-reports

A

People’s answers to questions about the topic of interest.

45
Q

Correlational study

A

Investigation looking at relations between variables as they exist naturally in the world.

46
Q

Correlation coefficient

A

An expression of the strength and direction of a relation between two variables.

47
Q

Experiment

A

A systematic way of manipulating the key factor(s) that the investigator thinks causes a particular behavior.

48
Q

Independent variable

A

The factor manipulated in an experiment.

49
Q

Dependent variable

A

The behavior being observed in an experiment, used to evaluate the impact of the independent variable.

50
Q

Qualitative research

A

Method that involves gaining in-depth understanding of human behavior and what governs it.

51
Q

Longitudinal study

A

A research design in which the same individuals are observed or tested repeatedly at different points in their lives.

52
Q

Cross-sectional study

A

Study in which developmental differences are identified by testing people of different ages.

53
Q

Cohort effects

A

A problem with cross-sectional designs in which differences between age groups (cohorts) may result from environmental events not from developmental processes.

54
Q

Sequential design

A

Developmental research design based on cross-sectional and longitudinal designs.

55
Q

Meta-analysis

A

A tool that enables researchers to synthesize the results of many studies to estimate relations between variables.

56
Q

In ______, people are observed as they behave spontaneously in a real-life setting.

A

Naturalistic observation

57
Q

A(n) ______ is a group of individuals thought to be representative of some larger population of interest.

A

Sample

58
Q

The ______ variable is measured in an experiment to evaluate the impact of the variable that was manipulated.

A

Dependent

59
Q

Problems of longitudinal studies include the length of time to complete the work, loss of research participants over time, and _______.

A

Influence of repeated testing on a person’s performance.

60
Q

Human development researchers must submit their plans for research to a review board that determines whether the research _______.

A

Preserves the right of research participants.

Lifespan Development (1 decks)

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