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Psych 141
Human Life Span - Development Ch 1 & 2 Test Prep.
| Question | Answer |
|---|---|
| Cognative development | Pattern of change in mental abilities, such as learning, attention, memory, language, thinking, reasoning, and creativity. |
| Cohort | A group of people born at about the same time. |
| Critical period | Specific time when a gfiven event or its absence has a specific impact on development. |
| Culture | A society’s or group’s total way of life, including customs, traditions, beliefs, values, language, and physical products |
| Environment | Totality of nonhereditary, or experiential, influences on development. |
| Ethnic gloss | Overgeneralization about an ethnic or cultural group that obscures differences within the group. |
| Ethnic group | A group united by ancestry, race, religion, language, and/or national origins, which contribute to a sense of shared identity. |
| Extended Family | Multigenerational kinship network of parents, children, and other relatives, sometimes living together in an extended-family household. |
| Heredity | Inborn traits or characteristics inherited from the biological parents. |
| Historical generation | A group of people strongly influenced by a major historical even during their formative period. |
| Human Development | Scientific study of processes of change and stability throughout the human life span. |
| Imprinting | Instinctive form of learning in which, during a critical period in early development, a young animal forms an attachment to the first moving object it sees, usually the mother. |
| Individual differences | Differences in characteristics, influences, or development outcomes. |
| Life-Span development | Concept of human development as a lifelong process, which can be studied scientifically. |
| Maturation | Unfolding of a natural sequence of physical and behavioral changes. |
| Nonnormative | Characteristic of an unusual even that happens to a particular person or a typical event that happens at an unusual time of life. |
| Normative | Characteristic of an event that occurs in a similar way for most people in a group. |
| Nuclear Family | Two-generational kinship, economic, and household unit consisting of one or two parents and their biological children, adopted children, or stepchildren. |
| Plasticity | Range of modifiability of performance. |
| Psychosocial development | Pattern of change in emotions, personality, and social relationships |
| Physical development | Growth of body and brain, including patterns of changes in sensory capacities, motor skills, and health. |
| Risk factors | Conditions that in case the likelihood of a negative developmental outcome. |
| Sensitive periods | times in development when a person is particularly open to certain kinds of experiences. |
| Social construction | A concept or practice that may appear natural and obvious to those who accept it, but that in reality is an invention of a particular culture or society. |
| Socioeconomic status (SES) | Combination of economic and social factors describing an individual or family, including income, education, and occupation. |
| Accommodation | Piaget’s term for changes in a cognitive structure to include new information. |
| Adaptation | Piaget’s term for adjustment to new information about the environment, achieved through processes of assimilation and accommodation. |
| Assimilation | Piaget’s term for incorporation of new information into an existing cognitive structure. |
| Behaviorism | Learning theory that emphasizes the predictable role of environment in causing observable behavior. |
| Bioecological theory | Bronfenbrenner’s approach to understanding processes and contexts of human development that identifies five levels of environmental influence. |
| Case study | Study of a single subject, such as an individual or family. |
| Classical conditioning | Learning based on association of a stimulus that does not ordinarily elicit a particular response with another stimulus that does elicit the response. |
| Cognitive neuroscience | Study of links between neural processes and cognitive abilities. |
| Cognitive perspective | View that thought processes are central to development. |
| Cognitive-stage theory | Piaget’s theory that children’s cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations. |
| Contextual perspective | View of human development that sees the individual as inseparable from the social context. |
| Control group | In an experiment, a group of people, similar to those in the experimental group, who do not receive the treatment under study. |
| Correlational study | Research design intended to discover whether a statistical relationship between variables exists. |
| Cross-sectional study | Study designed to assess age-related differences, in which people of different ages are assessed on one occasion. |
| Dependent variable | In an experiment, the condition that may or may not change as a result of changes in the independent variable. |
| Equilibration | Piaget’s term for the tendency to seek a stable balance among cognitive elements; achieved through a balance between assimilation and accommodation. |
| Ethnographic study | In-depth study of a culture, which uses a combination of methods including participant observation. |
| Ethology | Study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species. |
| Evolutionary/sociobiological perspective | View of human development that focuses on evolutionary and biological bases of behavior. |
| Evolutionary psychology | application of Darwinian principles of natural selection and survival of the fittest to individual behavior. |
| Experiment | Rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other. |
| Experimental group | In an experiment, the group receiving the treatment under study. |
| Hypothesis | Possible explanations for phenomena, used to predict the outcome of research. |
| Independent variable | In an experiment, the condition over which the experimenter has direct control. |
| Information-processing approach | Approach to the study of cognitive development by observing and analyzing the mental processes involved in perceiving and handling information. |
| Laboratory observation | Research method in which all participants are observed under the same controlled conditions. |
| Learning perspective | View of human development which holds that changes in behavior result from experience or from adaptation to the environment. |
| Longitudinal study | study designed to assess age changes in a sample over time. |
| Mechanistic model | Model that views human development as a series of predictable responses to stimuli. |
| Naturalistic Observation | Research method in which behavior is studied in natural settings without intervention or manipulation. |
| Operational definition | Definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon. |
| Observational learning | Learning through watching the behavior of others. |
| Operant conditioning | Learning based on association of behavior with its consequences. |
| Organismic model | model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages. |
| Organization | Piaget’s term for the creation of categories or systems of knowledge. |
| Participant observation | Research method in which the observer lives with the people or participates in the activity being observed. |
| Psychoanalytic perspective | View of human development as being shaped by unconscious forces. |
| Psychosexual development | In Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals. |
| Psychosocial development | In Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self. |
| Punishment | In operant conditioning, a process that weakens and discourages repetition of a behavior. |
| Qualitative change | Change in kind, structure, or organization, such as the change from nonverbal to verbal communication. |
| Qualitative Research | Research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs. |
| Quantitative change | Change in number or amount, such as in height, weight, or the size of vocabulary. |
| Quantitative research | Research that deals with objectively measurable data. |
| Random assignment | Assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group. |
| Random selection | Selection of a sample in such a way that each person in a population has an equal and independent chance of being chosen. |
| Reciprocal determination | Bandura’s term for bidirectional forces that affect development. |
| Reinforcement | In operant conditioning, a process that strengthens and encourages repetition of a desired behavior. |
| Sample | Group of participants chosen to represent the entire population under study. |
| Scaffolding | Temporary support to help a child master a task. |
| Schemes | Piaget’s term for organized patterns of thought and behavior used in particular situations. |
| Scientific method | System of established principles and processes of scientific inquiry, which includes identifying a problem to be studied, formulating a hypothesisSelf-efficacy |
| Sequential study | study design that combines cross-sectional and longitudinal techniques. |
| Social learning theory | Theory that behaviors are learned by observing and imitating models. Also called social cognitive theory. |
| Sociocultural theory | Vygotsky’s theory of how contextual factors affect children’s development. |
| Theory | Coherent set of logically related concepts that seeks to organize, explain, and predict data. |
| Zone of proximal development (ZPD) | Vygotsky’s term for the difference between what a child can do alone and what the child can do with help. |
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