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HDFS Exam 1
| Term | Definition |
|---|---|
| plasticity | the degree to which characteristics can or cannot change throughout the lifespan |
| multidirectionality | development can take many directions |
| principles | 1. development is a life long process 2. multidirectional 3. plasticity 4. development must be viewed in historical context 5. contextualism 6. multidimensionality 7. multidisciplinary |
| contextualism | development must be studied in various contexts |
| multidimensionality | biological, cognitive, social, and emotional factors interact to affect development |
| multidisciplinary | study of human development should involve collaboration across various fields |
| nature | influence of heredity on development or biologically based predispositions - intelligence, growth, crying |
| nurture | forces in environment that influence development |
| traits | intelligence, verbal ability, scholastic achievement, memory, extroversion/introversion, neuroticism, openness... |
| theory | a set of assumptions that attempt to describe, predict, or explain a phenomenon |
| correlation research | the goal is to describe the strength and direction of the relationship between two variables |
| continuous | process of gradually augmenting the same type of skills that were there to begin with |
| discontinuous | process in which new ways of understanding and responding to the world emerge at specific times |
| contexts | unique combinations of personal and environment circumstances that can result in different paths of change |
| normative approach | behaviors are looked at over a number of individuals which then are determined the typical development |
| psychoanalytic perspective | people experience situations when they have biological drives and social expectations |
| psychosexual theory | how parents help their children manage and aggressive drives is very crucial in order to have a healthy personality development |
| id | largest portion of mind, source of basic biological needs and wants |
| ego | conscious, rational part of personality, emerges in early infancy to direct id impulses |
| superego | conscious develops interactions with parents - children conform to the values of society |
| behaviorism | directly observable events - stimuli and response |
| classical conditioning | neutral stimulus with a stimulus that causes a response and produces a behavior |
| operant condition theory | reinforcers - food, praise punishments - privilege withdrawal |
| behavior modification | combine conditioning and modeling to get rid of certain behaviors and create new behaviors |
| cognitive developmental theory | children actively construct knowledge as they explore the world |
| information processing | human mind might be viewed as a symbol - manipulating system through with information flows - perception, attention, memory, planning |
| developmental cognitive neuroscience | brings together psychology, biology, neuroscience, and medicine - changes in brain and cognitive processing and behavior patterns |
| ethology | adaptive or survival value of behavior and evolutionary history |
| critical period | when individuals need to acquire certain behavior but needs support from environment |
| sensitive period | time when certain things emerge and individual is very responsive to environment |
| evolutionary development psychology | adaptive value of species cognitive, emotional, and social competencies as they change in age |
| cross-sectional design | individuals of different ages are compared on a particular variable at one point in time |
| longitudinal design | same individuals are studied over an extended period of time (usually years) |
| psychoanalytic theory of freud | development is directed by the interaction of nature and nurture experience |
| internal conflict | anxiety that results from a struggle between biological demands and societal expectations |
| coping mechanism | how to deal with id and superego ex. you are shy and parents want you to perform - how you deal with it |
| conscious mind | we are aware of |
| pre-conscious mind | stored information that can be brought to the mind at will |
| unconscious mind | kept from our awareness |
| things stored in preconscious and unconscious mind | memory was to threatening and becomes represented memory primal drives that must stay in check implicit memories formed in infancy and early childhood |
| amygdala | emotional brain ex. being held, loved, nurtured, abused, neglected |
| prefrontal context | our thinking brain doesn't finish developing until mid 20s |
| attachment schema | scipsts fro how to relate to others and how others relate to us |
| behavioral theory | personality is shaped by early experience which involved learning |
| learning with skinner | positive reinforcement - being rewarded for desired behavior negative reinforcement - removal of something when desired behavior appears |
| learning with bandura | modeling - learning how to behave by observing significant others |
Created by:
baileygulley
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