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Description
Flashcards by kylie-jamieson, updated more than 1 year ago
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Created by kylie-jamieson
about 9 years ago
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| Question | Answer |
| the study of age-related changes in behaviour, thinking, emotions, and social relationships | developmental science |
| what is the nature-nurture debate also known as? | heredity vs. environment |
| what side of the nature-nurture debate are the idealists on? | the nature side |
| what side of the nature-nurture debate are the empiricists on? | the nurture side |
| who was G. Stanley Hall? | founder of developmental psychology, founder of APA, created the first scientific journal, was the first to conduct a large-scale study of childhood. |
| what were Baby Biographies? | case studies of one or two children; emphasis was on different aspects of development |
| the average ages at which developmental events happen. | norms |
| defines development in terms of behaviour changes caused by environmental influences. | behaviourism |
| who coined the term behaviourism? | John Watson |
| what is continuous/quantitative change? | slow, smooth progression (ex. height, weight, processing speed); change in amount |
| what is discontinuous/qualitative change? | stage-like changes, complete transformations, "ah ha" moments, everything changes; a change in kind or type |
| Sequential patterns of change that are governed by instructions contained in the genetic code and shared by all members of a species. | maturation |
| any time period during development when an organism is especially responsive to and learns from a specific type of stimulation (ex. ducks imprinting on the first thing they see after hatching) | critical period |
| a period during which particular experiences can best contribute to proper development (ex. walking, talking) | sensitive period |
| The study of the genetic contributions to behaviour or traits such as intelligence or personality. | behaviour genetics |
| a set of core ideas or assumptions about the world, the self, and relationships with others through which all subsequent experience is filtered. | internal models of experience |
| changes that are common to every member of a species and are linked to specific ages | normative age-graded changes |
| changes that occur in most members of a cohort as a result of factors at work during a specific, well-defined historical period. | normative history-graded changes |
| group of individuals who share the same historical experiences at the same times in their lives | cohort |
| changes that result from unique, unshared events. (ex. illness) | nonnormative changes, or individual differences |
| sets of statements that propose general principles of development | developmental theories |
| Developmental theories based on the assumption that age-related change results from maturationally determined conflicts between internal drives and society’s demands. | psychoanalytic theories |
| a basic, unconscious, instinctual sexual drive energy | libido |
| the inborn, primitive portion of the personality, the storehouse of libido, the basic energy that continually pushes for immediate gratification. | id |
| the portion of the personality that organizes, plans, and keeps the person in touch with reality. | ego |
| the “conscience” part of personality, which contains parental and societal values and attitudes incorporated during childhood. | superego |
| the stages of personality development suggested by Freud: the oral, anal, phallic, latency, and genital stages. | psychosexual stages |
| the stages of personality development suggested by Erikson, involving basic trust, autonomy, initiative, industry, identity, intimacy, generativity, and ego integrity. | psychosocial stages |
| developmental theories that emphasize children’s actions on the environment and suggest that age-related changes in reasoning precede and explain changes in other domains. | cognitive-developmental theories |
| the process by which a teacher (or parent, older child, or other person in the role of teacher) structures a learning encounter with a child, so as to lead the child from step to step | scaffolding |
| the range of tasks that are slightly too difficult for a child to do alone but that can be accomplished successfully with guidance from an adult or more experienced child. | the zone of proximal development |
| a set of theories based on the idea that humans process information in ways that are similar to those used in computers. | information-processing theory |
| Psychological theories that explain development in terms of accumulated learning experiences. | learning theories |
| An automatic, or unconditional response such as an emotion or a reflex comes to be triggered by a new cue, called the conditional stimulus, after having been paired several times with that stimulus. | classical conditioning |
| The type of learning in which the probability of a person’s performing some behavior is increased or decreased because of the consequences it produces | operant conditioning |
| The process of strengthening a behavior by the presentation of some pleasurable or positive stimulus | positive reinforcement |
| the process of strengthening a behavior by the removal or cessation of an unpleasant stimulus. | negative reinforcement |
| the removal of a desirable stimulus (ex. TV) or the administration of an unpleasant consequence (ex. grounding) after some undesired behavior (ex. talking back) in order to stop the behavior. | punishment |
| the use of multiple theoretical perspectives to explain and study human development. | eclecticism |
| A testable prediction based on a theory. | hypothesis |
| A form of research study in which samples of participants from several different age groups are studied at the same time. | cross-sectional design |
| A form of research study in which the same participants are observed or assessed repeatedly over a period of months or years. | longitudinal design |
| A form of research study that combines cross-sectional and longitudinal designs in some way. | sequential design |
| in-depth examinations of single individuals | case studies |
| A research method in which participants are observed in their normal environments. | naturalistic observation |
| A statistic used to describe the strength of a relationship between two variables. It can range from -1.00 to +1.00. The closer it is to +1.00 or -1.00, the stronger the relationship being described. | correlation |
| A research method for testing a causal hypothesis, in which participants are assigned randomly to experimental and control groups and the experimental group is then provided with a particular experience that is expected to alter behavior in some fashion | experiment |
| A group of participants in an experiment who receive a particular treatment intended to produce some specific effect | experimental group |
| A group of participants in an experiment who receive either no special treatment or some neutral treatment. | control group |
| A condition or event that an experimenter varies in some systematic way in order to observe the impact of that variation on participants’ behavior. | independent variable |
| The variable in an experiment that is expected to show the impact of manipulations of the independent variable; also called the outcome variable. | dependent variable |
| any study that involves comparisons of different cultures or contexts. | cross-cultural research |
| ethical standards for research involving human participants are based on five major themes: | protection from harm, informed consent, confidentiality, knowledge of results, and protection from deception. |
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