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Lifespan Psy Ch 1
| Question | Answer |
|---|---|
| biopsychosocial framework | a useful way to organize the biological, psychological, and sociocultural forces on human development |
| cohort effects | problem with cross-sectional designs in which differences between age groups (cohorts) may result as easily from environmental events as from developmental processess |
| competence | a person's abilities |
| continuity-discontinuity issue | whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity) |
| correlation coefficient | an expression of the strenght and direction of a relation between two variables |
| correlational study | investigation looking at relations between variables as they exist naturally in the world |
| cross-sectional study | study in which developmental differences are identified by testing people of different ages. |
| dependent variable | the behavior being observed |
| ecological theory | theory based on idea that human development is insparable from the environmental contexts in which a person develops |
| environmental press | demands put on people by the environment |
| epignetic principle | in Erikson's theory, the idea that each psychosocial strength has its own special period of particular importance |
| exosystem | social settings that a person may not experience firsthand but that still influence development |
| experiment | a systematic way of manipulating the key factor(s) that the investigator thinks causes a particular behavior |
| human development | the multidisciplinary study of how people change and how they remain the same over time |
| imitation or observational learning | learning that occurs by simply watching how others behave |
| independent variable | the factor being manipulated |
| information-processing theory | theory proposing that human cognition consists of menal hardware and mental software |
| life-course perspective | description of how various generations experience the biological, psychological and sociocultural forces of development in their respective historical contexts |
| life-span perspective | view that human development is multiply determined and cannot be understood within the scope of a single framework |
| logitudinal study | longitudinal study research design in which the same individuals are observed or tested repeatedly at different points in their lives |
| macrosystem | the cultures subcultures in which the microsystem, mesosystem and exosystem are embedded |
| mesosystem | provides connections across microsystems |
| meta-analysis | a tool that enables researches to synthesize the results of many studies to estimate relations between variables |
| microsystem | the people and objects in an individual's immediate environment |
| naturalistic observation | technique in which people are observed as they behave spontaneously in some real-life situation |
| nature–nurture issue | the degree to which genetic or hereditary influences (nature) and experiential or environmental influences (nurture) determine the kind of person you are |
| neuroscience | the study of the brain and nervous system, especially in terms of brain-behavior relationships |
| operant conditioning | learning paradigm in which the consequences of a behavior determine whether a behavior is repeated in the future |
| populations | broad groups of people that are of interest to researchers |
| psychodynamic theories | theories proposing that development is largely determined by how well people resolve conflicts they face at different ages |
| psychosocial theory | Erikson’s proposal that personality development is determined by the interaction of an internal maturational plan and external societal demands |
| punishment | a consequence that decreases the future likelihood of the behavior that it follows |
| qualitative research | method that involves gaining in-depth understanding of human behavior and what governs it |
| reinforcement | a consequence that increase the future likelihood of the behavior that it follows |
| reliability | extent to which a measure provides a consistent index of a characteristic |
| sample | a subset of the population |
| selective optimization with compensation (SOC) model | model in which three processes (selection, optimization, and compensation) form a system of behavioral action that generates and regulates development and aging |
| self-efficacy | people’s beliefs about their own abilities and talents |
| self-reports | people’s answers to questions about the topic of interest |
| sequential design | developmental research design based on cross-sectional and longitudinal designs |
| structured observations | technique in which a researcher creates a setting that is likely to elicit the behavior of interest |
| systematic observation | watching people and carefully recording what they do or say |
| theory | an organized set of ideas that is designed to explain development |
| universal versus context-specific development issue | whether there is just one path of development or several paths |
| validity | extent to which a measure actually assesses what researchers think it does |
Created by:
astarkey18
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