Developmental Psychology: Test 1

Front 1

Refers to a organism's environmental experiences

Back 1

Nuture

Front 2

Refers to an organism's biological inheritance

Back 2

Nature

Front 3

Growth and changes occur across the lifespan not just in childhood and early adulthood

Back 3

Life-long development

Front 4

What is the purpose of developmental psychology?

Back 4

To understand how and why people change overtime

Front 5

a) Development consists of biological, cognitive, and socio-emotional dimensions that have many different components

b) Changes in one dimension also effects development in the other dimensions

Back 5

Multi-Dimensional

Front 6

Dimensionsand component of dimensions expand and shrink over the life-span

i.e. During early childhood it iseasier to learn a second language than when an individual is a teen or adult

Back 6

Multi-directional

Front 7

The setting in which development occurs, which is influenced by historical, economic, social, and cultural factors.

Back 7

Context

Front 8

Biological and environmental influences that are similar for individuals in a particular age group.

i.e. starting school at a certain age; learning to walk at a certain age

Back 8

Normative Age grade influences

Front 9

Biological and environmental influences that are associated with history; an occurrence that effects a lot of people.

i.e. 9/11

Back 9

Normative history-graded influences

Front 10

An unusual occurrence that happens in a person's life.

i.e. Hurricane Katrina; winning the lottery

Back 10

non-normative life events

Front 11

The capacity for change.

Research has found that adults still have a capacity for change but it maybe less than at an earlier age.

Back 11

Plastic

Front 12

Understanding the life span takes many different areas of study due to the complexity of the human person.

These areas include: psychology, sociology, neuroscience, medical,ect.

Back 12

Multi-disciplinary

Front 13

What are the 6 perspectives of the life span?

Back 13

1. Life-long development

2. Multi-dimensional

3. Multi-directional

4. Contextual

5. Plastic

6. Multi-disciplinary

Front 14

A person's age in terms of biological health.

Back 14

Biological Age

Front 15

A person's adaptive capacities compared with those of other individuals of the same chronological age.

Back 15

Psychological age

Front 16

A person's connecteddness with others and the social roles individuals adopt.

Back 16

Social Age

Front 17

The age in which a person is in actuality.

Back 17

Chronological Age

Front 18

1. Question

2. Hypothesis

3. Experiment/ test

4. Conclusion

5.Report

Back 18

The Scientific Method

Front 19

A prediction stated in a way that allows it to be tested.

Back 19

Hypothesis

Front 20

An established, organized set of concepts that explain a phenomenon or set of phenomena based on multiple tests. Comes from the findings of a hypothesis.

Back 20

Theory

Front 21

A systematic and objective recording of behaviors. Looking for certain things.

Back 21

Observational Research

Front 22

A observation that occurs n the real world.

Back 22

Naturalistic Observation

Front 23

A controlled setting in which research can take place.

Back 23

Laboratory Research

Front 24

pros: can control extraneous variables

cons: know they are being observed, unnatural, may not be representative sample, intimidating.

Does NOT show causation

Back 24

Pros and cons of observational research in a laboratory

Front 25

A test that is given with uniform procedures for administration and scoring.

Used because they are objective and have a standard of performance based of specific criteria.

Difficult to use for early development because they assume that a person's behavior is stable, thus deeming this harder to test children because of their rapid development.

Back 25

Standardize Testing

Front 26

Information gathered from a large number of people by interview, questionnaire, or some other means.

Back 26

Survey Research

Front 27

Pros: Gather large amounts of information relatively quickly; cheap

Cons: Not very accurate ; does NOT show causation

Back 27

Pros and Cons of Surveys

Front 28

An in-depth study of one person which usually includes interviews, tests, and questionnaires.

Usually used for rare phenomena.

Cons: Can take a long time and can be difficult to generalize findings.

Back 28

Case Study Research

Front 29

A study in which the goal is to describe the strength and relationship between two or more events or characteristics.

Ranges from +.0 to -1.0

Does NOT show causation

Back 29

Correlational Research

Front 30

A carefully regulate procedure in which one or more factors believed to influence the behavior being studied is manipulated and all other factors are held constant.

Are used to determine a cause and effect relationship between two variables.

Does show causation

Back 30

Experimental Research

Front 31

The variable being manipulated

Back 31

Independent Variable

Front 32

The variable being measured for change

Back 32

Dependent Variable

Front 33

A research strategy in which individuals of different ages are compared at one time

Pros: Can collect information across the lifespan relatively quickly

Cons: Cohort effect

Back 33

Cross sectional

Front 34

A research strategy in which the same individuals are studied over a period of time.

Pros: Rules out cohort effect and can see individual changes.

Cons: Takes a very long time and is expensive

Back 34

Longitudinal

Front 35

A research strategy that combines cross sectional and longitudinal strategies.

Back 35

Sequential

Front 36

1. Informed consent

2. Confidentiality

3. Debriefing

4. Deception

Back 36

APA ethical guidelines address

Front 37

Focuseson changes in how people think over time. Thoughts shape attitudes, beliefs, and behaviors.

Howpeople think changes with time and experience, and human thinking influencesactions.

Back 37

Cognitive Theory

Front 38

Most Famous Cognitive Theorist

Theorized that children construct their understanding of the world and go through 4 stages of Cognitive development

Back 38

Jean Piaget

Front 39

Piaget's 4 stages:

Understanding the world through motor skills.

Use language for demands and and cataloging.

Learning is active.

Object permanence is developed.

Back 39

sensorimotor stage (birth-2yrs)

Front 40

Piaget's 4 stages:

Represents the world with images, words, and drawings.

Imagination. Think magically and poetically, using language to understand the world.

Egocentric

Language for self-expression.

Back 40

Preoperational stage (2-7)

Front 41

Piaget's 4 stages:

Operations: internalized actions that allow children to do mentally what they could only do physically. (Concrete to abstract)

Understand and apply logical principles to interpret experiences objectively and rationally

Mathematical transformation.

Back 41

Concrete Operational stage (7-11)

Front 42

Piaget's 4 stages:

(1) Thinking moreabstract and logical

(2) Develops images ofideal circumstances

(3) Systematichypothesis testing in problem solving.

Back 42

Formal Operational stage (11-adulthood)

Front 43

a) He gave society and culture much more importance than Piaget did

b) Cognitive development involves learning to use the tools of society

c) Interaction with more skilled-adults and peers is indispensable for development

Believed that children actively constructed their knowledge.

Back 43

Lev Vygotsky (1896-1934)

Front 44

Emphasizes the importance to social interaction and cultural influences incognitive development

Back 44

Vygotsky’s Sociocultural Cognitive Theory

Front 45

Stresses the potential of all human beings for good. Also stresses freewill.

All people have the same basic needs, regardless of culture, gender, or background.

Back 45

Humanism

Front 46

One of the founders of Humanism. His theories are popular with medical professionals and with mental health professional as a guideline for the therapeutic relationship.

Back 46

AbrahamMaslow

Front 47

a) Physiologicalneeds

b) Safetyand Security

c) Loveand Belonging

d) Self-esteem

e) Self-Actualization

Back 47

Maslow's Hierarchy of Needs

Front 48

Holdsthat irrational, unconscious drives, and motives, often originating inchildhood, underlie human behavior.

Back 48

PsychoanalyticTheory

Front 49

1. Stresses that development depends primarily on the unconscious mind and is heavily understood in emotion, behavior is merely a surface characteristic.

2. Emphasizes the importance of analyzing the symbolic meanings of behavior

3. What happens in childhood creates all of the problems individuals experience as adults

Back 49

Psychoanalysis

Front 50

1. Fatherof Psychoanalysis

2. Everythingbased on Sex and Aggression (Eros: life drive Thanatos: Death drive)

Back 50

Sigmund Freud (1856-1939)

Front 51

What you have when you’re born. Operated onthe pleasure principle.

Back 51

Id

Front 52

Sole purpose is to think about what’s going to happen in reality. “Is this going to help us? Or hurt us?”

Back 52

Ego

Front 53

Idealistic and moral side. Is in charge of what is “good”.

Back 53

Superego

Front 54

Psychosexual stage:

(1) Mouth is the centerof pleasure

(2) Sucking and Feedingare the most stimulating activitiesxt

Back 54

Oral (birth – 1½yrs)

Front 55

Pyschosexual stage:

(1) Anus is the sourceof pleasure

(2) Potty Training mostimportant activity. (too much= neat; too little=sloppy)

Back 55

Anal (1½– 3yrs)

Front 56

Pyschosexual stage:

(1) Oedipal (male) /Electra (female) Complexes (2) Penis envy

(3) Development of the Superego

Back 56

Phallic (3 – 6yrs)

Front 57

Psychosexual stage:

(1) Rest Period

(2) Psychic energy intoactivities like sports or schoolwork.

Back 57

Latency (6 – Puberty)

Front 58

Psychosexual stage:

(1) Genitals center ofpleasure

(2) Goal of a healthylife is “to work and to love”

Back 58

Genital (Puberty-Adulthood)

Front 59

1. Primarysources of development are social and based in desire to affiliate with otherpeople2. Sawdevelopment as a life-long progression

Back 59

Erik Erikson

Front 60

Pyschosocial stages:

Trust their caregivers to give them what they need or develop mistrust about the care of others

Back 60

Trust vs. Mistrust (birth – 1½ yrs)

Front 61

Pyschosocial stages:

Become self-sufficient or doubt their own abilities

Back 61

Autonomy vs. Shame & Doubt (1½ – 3 yrs)

Front 62

Pyschosocial Stages:

Adventurous or internalizelimits and prohibitions set by parents.

Back 62

Initiative vs. Guilt (3-5 yrs)

Front 63

Psychosocial Stages:

Competent in mastering new skills or feel unable to do anything as well as they wish they could

Back 63

Industry vs. Inferiority (5-12 yrs)

Front 64

Pyschosocial stages:

Establish sexual, political, and vocational identities or are confused about what roles to play

Back 64

Identity vs. Role Confusion (12-18 yrs)

Front 65

Pyschosocial stages:

Seek companionship and love or become isolated because they fear rejection and disappointment

Back 65

Intimacy vs. Isolation (18-40 yrs)

Front 66

Pyschosocial stages:

Contribute to the next generation through meaningful work, creative activities, and raising family or stagnate

Back 66

Generativity vs. Stagnation (40-65 yrs)

Front 67

Pyschosocial stages:

See life as a meaningful whole or despair at goals never reached

Back 67

Integrity vs. Despair (65+ yrs)

Front 68

1. Studyonly observable behavior.

2. Theyare also called learning theories because they describe the laws and processesby which behavior is learned.

Back 68

Behavioral theory

Front 69

Behaviorist; said that scientist should only study whatthey can observe and measure.

Back 69

John B. Watson (1878-1958)

Front 70

A learning process in which a meaningful stimulus gradually comes to be connected with a neutral stimulus that had no special meaning before the learning process began. In other words, learning by association

Back 70

Classical conditioning

Front 71

Russian scientist who studied digestion in animals; physiologist.

Back 71

Ivan Pavlov (1849-1936)

Front 72

stimulus that can elicit an unconditioned response the first time it is presented (without previous conditioning)

Back 72

Unconditioned stimulus (UCS)

Front 73

an unlearned reaction to a UCS that occurs without previous conditioning

Back 73

Unconditioned Response (UCR)

Front 74

theinitially neutral stimulus that is repeatedly paired with the UCS, and throughconditioning, acquires the ability to evoke a CR.

Back 74

conditioned stimulus (CS)

Front 75

learned reaction to the CS that occurs because of previous conditioning

Back 75

Conditioned Response (CR)

Front 76

Most influential behaviorist in North America

Back 76

B.F. Skinner (1904-1990)

Front 77

A learning process in which a particular action is followed either by some desired or by something unwanted which makes it more or less likely to repeat the particular action. In other words, learned association between a response and the consequences that follow

Back 77

Operant Conditioning

Front 78

Anything that increases abehavior (works better primarily because it tells one what the enforcer wantsthem to do)

Back 78

Reinforcement

Front 79

Anythingthat decreases a behavior (works faster) Negative effects: makes one far thepunisher/enforcer.

Back 79

Punishment

Front 80

Adding something.

Back 80

Positive

Front 81

Removing something.

Back 81

Negative

Front 82

1. Firstto describe SocialLearning Theory

a) Anextension of behaviorism that emphasizes the influence of other people on anindividual’s behavior

b) Evenwithout specific reinforcement, every individual learns many things throughobservation and imitation of other people.

Back 82

Albert Bandura (1925 – Present)

Front 83

a) Originalexperiment was conducted in 1961

b) Theexperiment showed that children who watched an aggressive model were morelikely to act aggressively than those who watched a non-aggressive model.

Back 83

Bobo Doll Experiment

Front 84

A response that leads tosatisfying consequences are more likely to be repeated. He believed that itoccurs automatically and it is not necessary for the organism to understandthat there was a link between their response and their reward.

Back 84

Law of effect

Front 85

Behaviorist;

Animal researcher: researched cats

Back 85

Edward Thorndike (1874-1949)