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chapter 1
psych 1-3
| Question | Answer |
|---|---|
| Developmental science | understanding consistency and change throughout lifespan |
| Applied | practical importance |
| Interdisciplinary | many different fields of study |
| Theory | set of statements that explains and predicts behavior |
| Continuity vs. Discontinuity | development is solely and evenly continuous, or whether it is marked by age-specific periods -Continuous- gradually add on to the skills we were born with -Discontinuous- new ways of responding to the world emerge at different stages |
| Stages | qualitive changes in thinking, feeling, and behaving that characterized specific periods of development |
| Stage theorist | people follow the same sequence of development but children and adults live in distinct contexts |
| Contexts | personal and environmental circumstances that make different paths of change, outgoing develops differently than not |
| Plasticity | change is likely if new experiences support it |
| Lifespan perspective | lifelong, multidimensional, highly plastic, effected by interacting forces |
| age-graded influences | events based in age so can be easily predicted |
| history graded influences | why people born around the same time seem to be alike in ways that set them apart from others of that same time |
| cohort | born in the same time period |
| normative influences | events that are regular, not predictable |
| experimental design | proven way scientists conduct research -pros- permits interference -cons- findings in lab may not be realistic to real world, reduces precision |
| Correlation design | not altering experiments; observe relationships, behaviors, etc. |
| independent variable | does not change |
| dependent variable | changes |
| random assignment | randomly select so its non-bias |
| field experiments | assign people randomly to conditions in a natural setting |
| longitude design | same people over time, different ages- long term -pros- same individual so you can say change was because of maturity; study patterns; -cons- long term; cohort effects |
| cross-sectional design | different ages at the same point -pros- more efficient; short term -cons- cannot study individual development; cohort effects |
| sequential design | different age groups over time -pros- can use long and cross designs; shows cohort effects -cons- same as long and cross |
| correlation coefficient | number that describes how 2 variables are associated with each other |
Created by:
aaaashley
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