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Developmental
The Study of Human Development
| Question | Answer |
|---|---|
| human development | the multidisciplinary study of how people change and how they remain the same over time |
| newborn | birth to 1 month |
| infant | 1 month to 1 year |
| toddler | 1 year to 2 years |
| preschooler | 2 years to 6 years |
| school-age child | 6 years to 12 years |
| adolescent | 12 years to 20 years |
| young adult | 20 years to 40 years |
| middle-age adult | 40 years to 60 years |
| young-old adult | 60 years to 80 years |
| old-old adult | 80 years and beyond |
| continuity-discontinuity issue | whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity) |
| universal versus context-specific developmental | whether there is just one path of development or several |
| biological forces | include all genetic and health-related factors that affect development |
| psychological forces | include all internal perceptual, cognitive, emotional, and personality factors that affect developmetn |
| sociocultural forces | interpersonal, societal, cultural, and ethnic factors that affect development |
| life-cycle forces | reflect differences in how the same event affects people of different ages |
| biopsychosocial framework | one useful way to organize the biological, psychological, and sociocultural forces on human development |
| theory | organized set of ideas that is designed to explain development |
| psychosocial theory | proposed by Erikson that personality development is determined by the interaction of an internal maturational plan and external societal demands |
| epigenetic principle | each psychosocial strength has its own special time of ascendancy or period of particular importance |
| operant conditioning | consequences of a behavior determine whether a behavior is repeated in the future |
| reinforcement | consequence that increases the future likelihood of the behavior that it follows |
| punishment | consequence that decreases the future likelihood of the behavior that it follows |
| social cognitive theory | based by Bandura on the more complex view of reward, punishment, and imitation |
| self-efficacy | given to people by experience, referring to people's beliefs about their own abilities and talents, Bandura |
| information-processing theory | just as computers consist of both hardware (disk drives, random-access memory, and central processing unit) and software (the programs we use), human cognition consists of mental hardware and mental software |
| microsystem | Bronfenbrenner; at any point in life, the people and objects in an individual's immediate environment |
| mesosystem | connected microsystems |
| exosystem | social settings that a person may not experience firsthand but that still influence development |
| macrosystem | subcultures and cultures in which the microsystem, mesosystem, and exosystem are embedded |
| life-span perspective | human development is multiply determined and cannot be understood within the scope of a single framework |
| selective optimization with compensation (SOC) model | three processes form a system of behavioral action that generates and regulates development and aging |
| life course perspective | ways in which various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts |
| systematic observation | watching people and carefully recording what they do or say |
| naturalistic observation | people are observed as they behave spontaneously in some real-life situation |
| structured observation | researcher creates a setting that is particularly likely to elicit the behavior of interest |
| self reports | people's answers to questions about the topic of interest |
| reliability | measure is the extent to which it provides a consistent index of a characteristic |
| validity | measure refers to whether it really measures what researchers think it measures |
| correlational study | investigators look at relations between variables as they exist naturally in the world |
| correlation coefficient | abbreciated r, expresses the strength and direction of a relation between two variables |
| experiment | systematic way of manipulating the key factor(s) that the investigator thinks causes a particular behavior |
| cross-sectional study | developmental differences are identified by testing people of different ages in the study |
| sequential design | based on cross-sectional and longitudinal designs |
| meta-analysis | tool that allows researchers to synthesize the results of many studies to estimate relations between variables |
Created by:
seaman4
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