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psy ch 1-2
| Dynamic-systems Theory | A view of human development as an ongoing, ever-changing interaction between the physical and emotional being and between the person and every aspect of his or her environment, including the family and society |
| 5 characteristics of dvlpmnt | multi - contextual, directional, cultural, disciplinary and Plasticity |
| multidirectional | Change is multidirectional: Both continuity (sameness) and discontinuity (sudden shifts) are evident, as are many other trajectories |
| Multicontextual | occurring in many contexts, including physical surroundings (climate, noise, population density, etc.) and family constellations. |
| multicultural | recognizes that culture promotes customs, values, and perceptions that guide human life. Culture is not the same as ethnicity; race is a social construction, not a biological one |
| multidisciplinary | approach uses methods and investigates questions from each field, with discoveries from neuroscience recently reverberating in many other disciplines |
| plasticity | which means that individuals can be molded as time goes on by their circumstances, efforts, and unexpected events. Although change is always possible, earlier experiences and genetic tendencies influence people lifelong. |
| Survey | A research method in which information is collected from a large number of people by interviews, written questionnaires, or some other means. |
| cross-sectional research | A research design that compares groups of people who differ in age but are similar in other important characteristics -- The most convenient (quickest and least expensive) way to study developmental change over time |
| Longitudinal Research | A research design in which the same individuals are followed over time and their development is repeatedly assessed |
| Cross-Sequential Research | research A hybrid research design in which researchers first study several groups of people of different ages (a cross-sectional approach) and then follow those groups over the years (a longitudinal approach). |
| Developmental Theory | A group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth - framework for explaining the patterns and problems of development. |
| Psychoanalytic Theory | - A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. (Freud/Erikson) |
| Behaviorism (Learning theory) | A grand theory of human development that studies observable behavior. Behaviorism is also called learning theory because it describes the laws and processes by which behavior is learned |
| Classical conditioning | (pavlov)) The learning process in which a meaningful stimulus (such as the smell of food to a hungry animal) is connected with a neutral stimulus (such as the sound of a tone) that had no special meaning before conditioning. |
| operant conditioning | (B.F. Skinner) The learning process by which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less likely to be repeated) |
| Social Learning Theory | (Albert Bandura) An extension of behaviorism that emphasizes the influence that other people have over a person’s behavior. Even without specific reinforcement, every individual learns many things through observation and imitation of other people. |
| Cognitive Theory | (piaget)- A grand theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviors. |
| Sociocultural Theory | emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces. |
| apprenticeship thinking | (sociocult.theory)Vygotsky’s term for how cognition is stimulated and developed in people by older and more skilled members of society |
| zone of proximal development | In sociocultural theory, a metaphorical area, or “zone,” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close (“proximal”) to acquiring but cannot yet master without help |
| Humanism | A theory that stresses the potential of all humans for good and the belief that all people have the same basic needs, regardless of culture, gender, or background. |
| Maslow's Humanism hierarchy | 1. Physiological(need food)2. Safety&security(feeling protected)3. Love&belonging(friends,fam,&comm) 4. Respect&esteem(respected by the comm&self)5. Self actualization(becoming oneself, fulfilling potential while appreciating humanity) |
| Evolutionary Theory | , two long-standing, biologically based drives for every species are survival and reproduction |
| Selective adaptation | The process by which living creatures (including people) adjust to their environment. Genes that enhance survival and reproductive ability are selected, over generations, to become more frequent |
| empirical | Based on DATA - observations, repeated experiences, verifiable experiments; not theoretical. |
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