front 1 The fact that development often involves continuities speaks to the fact that over time humans tend to | back 1 remain the same |
front 2 Albert, a developmental psychologist, conducts research on children's emotional reactions to studying math in school. Albert is concerned with children's ____ development. | back 2 psychosocial |
front 3 Key aspects of motor development: | back 3 - change in motor ability
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front 4 A defined age group in a society is called an age | back 4 grade. |
front 5 Maturation is to learning as | back 5 genes are to social experience. |
front 6 Urie Bronfenbrenner is BEST associated with the ____ model of development. | back 6 Bioecological. |
front 7 The PRIMARY advantage of the experimental design over other research methods is that only it can be used to | back 7 uncover cause-effect relationships. |
front 8 John Locke believed that human nature was | back 8 determined by a person's experiences |
front 9 Learning thought to become more or less probable depending on consequences it produces (Skinner) | back 9 operant conditioning |
front 10 Consequences that strengthen a response (increase probability of future response) (Skinner) | back 10 Reinforcement |
front 11 something pleasant added in attempt to strengthen behavior, best when continuous and when skill first being learned (Skinner) | back 11 Positive Reinforcement |
front 12 something unpleasant taken in attempt to strengthen behavior | back 12 Negative reinforcement |
front 13 consequences that suppress future response | back 13 punishment |
front 14 something unpleasant added in attempt to weaken behavior | back 14 positive punishment |
front 15 something pleasant taken in attempt to weaken behavior | back 15 negative punishment |
front 16 no consequence given and behavior becomes less frequent | back 16 extinction |
front 17 emphasized positive reinforcement in child rearing | back 17 Skinner |
front 18 Involves systematic continuities and changes from conception to death | back 18 Development |
front 19 Three domains of development: | back 19 - physical
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front 20 changes in size and shape from conception to maturity | back 20 growth |
front 21 positive and negative changes in maturing organism | back 21 aging |
front 22 biological unfolding of plan contained in genes | back 22 maturation (nature) |
front 23 external physical and social conditions | back 23 environment (nurture) |
front 24 ______ is an interplay between nature and nurture | back 24 Development |
front 25 Periods of the lifespan: | back 25 - prenatal (birth), infancy (talking)
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front 26 status, roles, privileges, and responsibilities based on age group | back 26 age grades |
front 27 expectations based on age grades | back 27 age norms |
front 28 sense of timing for life transitions | back 28 social clock |
front 29 Considered founder of Psychology, had first laboratory in 1879 | back 29 Wilhelm Wundt |
front 30 Wrote "Elemente der Psychophysik (1860), "stimuli give rise to perceptions according to mathematical laws" Weber-______ Law. | back 30 Gustav Fechner |
front 31 Started baby biographies, observed his own children, not systematic observations, late 19th century | back 31 Charles Darwin |
front 32 Began very systematic observations, started the case study method, 1920's | back 32 Jean Piaget |
front 33 First president of American Psychological Association | back 33 G. Stanley Hall |
front 34 Types of Research Methods: | back 34 - Systematic Observation
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front 35 Three major methods of data collection: | back 35 - Verbal reports
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front 36 _________ is the search for the relationship between variables | back 36 Research |
front 37 Characteristics of Experimental Studies: | back 37 - establish that the IV is the cause of the DV
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front 38 Characteristics of Correlational Designs: | back 38 - does not imply causation
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front 39 _________ study different age groups measured at the same time. provides information about age differences. | back 39 cross-sectional designs |
front 40 _________ studies same group measured repeatedly, provides information on age changes. | back 40 Longitudinal Design |
front 41 Cross Sectional Design, Strengths and Weaknesses: | back 41 - can determine cohort differences in behavior
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front 42 Longitudinal Design, Strengths and Weaknesses: | back 42 - can indicate individual changes in behavior
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front 43 combine cross-sectional and longitudinal approaches, can untangle age effects, time of measurement effects, and cohort effects, method is extremely costly and complex | back 43 sequentail design |
front 44 Qualities of a good theory: | back 44 - reflects the real world of humans
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front 45 Six major theories of development: | back 45 - Psychoanalytic: Freud, Erikson
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front 46 prevailing way of looking at reality - bias about human nature | back 46 world view |
front 47 English academic/ philosopher, children are selfish and bad, and society must teach them to behave in a civilized way | back 47 Thomas Hobbes (1588-1679) |
front 48 English academic/ philosopher/ doctor/ empiricist - everything through the senses, tabula rosa, children born neutral - become what we make them | back 48 John Locke (1632-1714) |
front 49 ________ World View: Passive and react to stimuli, form a copy of reality based on experience - learning is reacting and trying to copy, reductionisit - fix/ break apart, focus on individual differences | back 49 Mechanistic |
front 50 Swiss philosopher, natural state of humans is good, inborn capabilities lead to optimal developemental path, society (parents, educators, religious leaders, government) get in the way. children are little organisms, ready to flourish. | back 50 Jean-Jacques Rousseau (1712-1778) |
front 51 ________ World View: humans not passive nor reactive but active organisms, self motivated to grow and develop - seek change, reality is not copied, but constructed, not reductionist - but holistic - whole greater than sum of parts. | back 51 Organismic |
front 52 Viennese Physician and founder of Psychoanalytic theory. considered both a product of and a person beyond his time. Lasting contributions: emphasis on humans being driven by motive and emotions of which we are unaware, belief that we are shaped by earliest experiences in life. | back 52 Sigmund Freud |
front 53 Libido expressed through two main channels:
| back 53 Eros & Thanatos |
front 54 Behavior and Development (Freud) - _________ model | back 54 drive reduction |
front 55 __________ - energy - ___________ | back 55 libido, drive |
front 56 Components of Personality: | back 56 id, ego, superego |
front 57 all psychic energy contained here, seeks immediate gratification (pleasure principle) | back 57 Id |
front 58 realistic ways to gratify instincts (reality principle) | back 58 Ego |
front 59 adhere to moral standards (perfection principle) | back 59 Superego |
front 60 Stages of Psychosexual Development (Freud): | back 60 Oral, Anal, Phallic Stage, Latency Period, Genital Stage. |
front 61 Psychic energy needs gratification | back 61 oral stage |
front 62 Oedipus and Electra stages begin to form | back 62 Anal stage |
front 63 Oedipus and Electra complexes resolve | back 63 Phallic Stage |
front 64 Development can become _________. | back 64 Fixated |
front 65 Strengths and Weaknesses of Psychoanalytic Theory: | back 65 - Difficult to test and ambiguous (not easily falsifiable.
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front 66 Important disciples of Psychoanalytic Theory | back 66 Neo-Freudians |
front 67 Notable Neo-Freudians | back 67 Jung, Horney, Sullivan, Anna Freud |
front 68 _________ is the most important lifespan neo-Freudian theorist | back 68 Erikson |
front 69 - Less empahasis on sexual and more on social influences
| back 69 Erikson's differences with Freud |
front 70 - Trust vs. Mistrust
| back 70 Erikson Stages (Part One) |
front 71 key is general responsiveness of caregiver | back 71 Trust vs. Mistrust |
front 72 "terrible twos" considered part of this stage | back 72 Autonomy vs. Shame |
front 73 - Identity vs. Role Confusion
| back 73 Erikson Stages (Part Two) |
front 74 adolescence acquisition of identity | back 74 Identity vs. Role Confusion |
front 75 Young adult commitment | back 75 Intimacy vs. Isolation |
front 76 middle age sense of having produced something meaningful | back 76 Generativity vs. Stagnation |
front 77 elderly sense of life meaning and success | back 77 Integrity vs. Despair |
front 78 _________ believed that personality was NOT "set in stone" during the first five years of life. | back 78 Erikson |
front 79 _________ believed stage development was due to biological maturation and environmental demands. | back 79 Eriskon |
front 80 Founder of the Cognitive Developmental Theory. Swiss Scholar. First scientific work at age 10. blended interest in zoology and philosophy - influenced by Charles Darwin. Emphasizes errors in thinking (wrong answers). Work was unknown in the US until writings were translated to English by John Flavell | back 80 Jean Piaget |
front 81 active construction of knowledge based on experience. | back 81 constructivism |
front 82 - Everything we see, hear is filtered through our "frame of reference". We construct our knowledge out of what we already know.
| back 82 Mechanisms of Development |
front 83 basic unit of stored knowledge | back 83 scheme/ schemata |
front 84 processing and adding new things using our current schemes - what we know. | back 84 Assimilation |
front 85 Sensorimotor Stage, Preoperational Stage, Concrete Operations Stage, Formal Operations Stage. | back 85 Stages of Cognitive Development |
front 86 ranges from birth to age two. deal with world directly through perceptions and actions. unable to use symbols to help solve problems mentally. | back 86 Sensorimotor Stage |
front 87 preschool age. capacity for symbolic thought arises. lack tools of logical thought. cling to ideas they want to be true. | back 87 Preoperational Stage |
front 88 school-age. use trial-and-error strategy. perform mental operations in their heads. difficulty with abstract and hypothetical concepts. | back 88 Concrete Operations Stage |
front 89 adolescents. can understand abstract concepts. can think abstractly and can formulate hypotheses. can devise "grand theories" about others. | back 89 Formal Operations Stage |
front 90 Formed the Cognitive Mediation Theory. Born the same year as Piaget. Russian Psychologist who took issue with Piaget. very well read and educated in western philosophy. attended moscow university. his work was banned in Russia and completely unavailable to the west until the early 1970's. | back 90 Lev Vygotsky |
front 91 According to Vygotsky, the child is a(n) __________, and development is a(n) _________. | back 91 Apprentice, apprenticeship. |
front 92 Tools are "functions" that develop because of cultural impact development. Culture, especially in the form of language, shapes behavior and thinking. society helps shape and regulate the mind to further develop. | back 92 Cognitive Mediation |
front 93 Learning theories | back 93 Everything is learned through experience. Reinforcement. Learning is gradual, so is development. |
front 94 Known for Classical Conditioning. Rejected Psychoanalytic theory and explained Freud using learning principles. Rejects stage conceptualization of development. Believes children have no inborn tendencies, use environment determines which way they grow up. | back 94 Watson |
front 95 belief that only observed behavior should be studied | back 95 behaviorism |
front 96 Known for Operant Conditioning. emphasized positive reinforcement in child rearing. | back 96 B. F. Skinner |
front 97 learning thought to become more or less probable depending on consequences it produces. | back 97 Operant Conditioning |
front 98 consequences that strengthen a response (increase probability of future response) | back 98 Reinforcement |
front 99 something pleasant added in attempt to strengthen behavior, best when continuous and when skill first being learned. | back 99 positive reinforcement |
front 100 something unpleasant taken in attempt to strengthen behavior. | back 100 negative reinforcement |
front 101 consequences that suppress future response | back 101 punishment |
front 102 something unpleasant added in attempt to weaken behavior. | back 102 positive punishment |
front 103 something pleasant taken in attempt to weaken behavior | back 103 negative punishment |
front 104 no consequence given and behavior becomes less frequent | back 104 extinction |
front 105 known for the social learning (cognitive) theory. believed humans' cognitive abilities distinguish them from other animals. observational learning is the most important mechanism for behavior change. | back 105 Albert Bandura |
front 106 ways in which humans deliberately exercise control over environments and lives | back 106 human agency |
front 107 sense of one's ability to control self or environment | back 107 self-efficacy |
front 108 mutual influence of individuals and social environments determines behavior | back 108 reciprocal determinism |
front 109 known for Organismic theory, also known for distancing. argued it solved the continuity/ discontinuity as both it is a synthesis of two opposing trends. | back 109 Heinz Werner |
front 110 known for the ethological theory. major concepts: complex action patterns, adaptive importance, and evolutionarily significance. demonstrated imprinting and critical periods. | back 110 Konrad Lorenz |
front 111 species specific behaviors have fixed action patterns. species specific behaviors (instincts) have specific releasing mechanisms (stimuli) | back 111 Ethological Theories |
front 112 Critical to development is the formation of attachments to others. | back 112 attachment theory |
front 113 Changes over life span arise from ongoing transactions and mutual influences between organism and changing world, no single end-point to development. | back 113 Systems Theories |
front 114 Systems Perspectives: | back 114 - Brofenbrenner's Evolutionary Theory: individuals embedded in four environments
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front 115 -Influenced by Darwin's work
| back 115 Gottileb's Perspective |
front 116 -Development product of interacting between biological and environmental forces in a larger system
| back 116 Epigenetic Psychobiological Systems Perspective |
front 117 process through which genes and environment jointly bring forth particular course of development | back 117 epigenetic principle |
front 118 normal species-specific environment contributes to normal patterns of development, instinctive behaviors may not be expressed if environmental conditions do not exist, genes do not determine anything, just partner with environment to influence behavior | back 118 Systems theories |